A Comparison of Airline Safety Videos in Information Acquisition

2017 ◽  
Vol 61 (1) ◽  
pp. 1671-1673 ◽  
Author(s):  
Allison Ragan ◽  
Tessa Sommer ◽  
Frank Drews
Keyword(s):  
Information Acquisition ◽  
Safety Information ◽  
Relevant Information ◽  
Flight Safety ◽  
Information Retention ◽  
Short Answer ◽  
Airline Safety ◽  
Short Answer Questions ◽  
First Time

This study examined the effect of humor on airline safety information retention. Passenger attention to pre- flight safety demonstrations is low, even though it may impact the chance of survival in an aviation accident. Airlines have employed humor and entertainment to educate passengers on safety information. This study explored whether the humorous presentation increases retention of safety information, or if humor acts as a distraction from safety relevant information. Participants viewed two pre-flight safety demonstration videos (humorous and non-humorous) in counterbalanced order then answered short-answer questions about the content of the videos. Retention scores after viewing either type of video for the first time were the same. However, when a humorous video was shown prior to a standard safety video, retention scores for safety material dropped. These findings suggest that humorous safety demonstrations may be more effective, not because they are best at conveying information, but because passengers do not attend to standard videos if they have previously been exposed to a humorous version.

scholarly journals How to foster the formation of STEM identity: studying diversity in an authentic learning environment

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Alison Singer ◽  
Georgina Montgomery ◽  
Shannon Schmoll
Keyword(s):  
Learning Environment ◽  
Identity Formation ◽  
Sense Of Belonging ◽  
Sociology Of Science ◽  
Authentic Learning ◽  
Learning Task ◽  
Short Answer ◽  
Diversity And Inclusion ◽  
Educational Challenge ◽  
Short Answer Questions

Abstract Background STEM identity has been shown to have a powerful role in an individual’s success in educational environments, as well as on their career goals and trajectories. Historically, however, STEM identity formation for underrepresented students has been hampered by the lack of representation of in STEM fields, which predominantly consist of white males. One educational challenge is diversifying STEM classrooms, both in terms of the students themselves and also in terms of the science and scientists they learn about. Methods We piloted a 4-credit History, Philosophy, and Sociology of Science course at Michigan State University. Students were tasked with creating exhibits focused on themes of diversity and inclusion in science for a real client. Using a STEM identity survey, we assessed students’ attitudes towards the sciences, issues of diversity in science, and their sense of belonging to their educational communities. We also had the students respond to various short-answer questions throughout the semester to better understand their experiences working on a collaborative authentic learning task. Results Our results suggest that authentic learning experiences based around ideas of diversity and inclusion can help students develop sense of belonging and positive STEM identities. Students demonstrated shifts in their self-identities as scientists, focusing more on the intersection between their gender, ethnicity, and self-perception as a scientist. Through qualitative analysis of short-answer questions, we were able to ascertain that working in groups in an authentic learning environment helped the students improve their communication and collaboration skills. Conclusions Students’ increased focus on gender and ethnicity suggests that they are thinking critically about how their personal identities intersect with their scientific identities. Additional research would help us better understand if the coupling of authentic learning and inclusive teaching practices have significant impacts on the formation of students’ STEM identities.

scholarly journals TEACHER’S QUESTIONS USED IN TEACHING ENGLISH AT THE 1ST GRADE STUDENTS OF ONE JUNIOR HIGH SCHOOL IN BANDUNG

2020 ◽  
Vol 3 (1) ◽  
pp. 78
Author(s):  
Gita Ernita ◽  
Tini Apriliani
Keyword(s):  
High School ◽  
Data Collection ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Research Participant ◽  
Teaching English ◽  
Short Answer ◽  
Descriptive Research ◽  
Short Answer Questions

Teachers are facilitators that assist students to make the learning process easier and more comfortale. Techer question is a part of learning process. The  aim  of  this  research  is to  find out the types  of  questions  asked  by teachers  in  teaching  and  learning  process.  This  research  is  descriptive  research.  Participant of this research are two English teachers at SMP PGRI Bandung. The  data  collection  used  two  instruments  namely    audio  recording  and  note taking.  From  this  research,  researcher  found  that  open ended questions are mostly occur in the classroom beside ; yes/no questions, short answer   questions,   display   questions,   referential   questions   and   non   retrieval questions. During research, there are three kind of languages used by teachers, they are English, mixed English –Indonesian, and Indonesian.

scholarly journals Assessment Certitude as a Feedback Strategy for Learners' Constructed Responses

2010 ◽  
Vol 43 (1) ◽  
pp. 25-45 ◽  
Author(s):  
W. A. Kealy ◽  
A. D. Ritzhaupt
Keyword(s):  
Recall Performance ◽  
Feedback Strategy ◽  
Fourth Group ◽  
Short Answer ◽  
Constructed Responses ◽  
Short Answer Questions

Educational researchers have rarely addressed the problem of how to provide feedback on constructed responses. All participants ( N = 76) read a story and completed short-answer questions based on the text, with some receiving feedback consisting of the exact material on which the questions were based. During feedback, two groups receiving feedback also rated the certainty of their response correctness—an activity we have termed assessment certitude. Additionally, participants in one of these groups viewed their initial responses along with the feedback. All three feedback conditions showed significant gains in recall performance compared to a fourth group that received no feedback. Low ratings of assessment certitude significantly correlated with improved recall for two groups receiving feedback that did not include their original responses. Among these participants, mental reiteration of the feedback received was the most frequently used mental strategy while participants in a third group, who saw their original responses during feedback, reported using other approaches such as visualization.

Short answer questions (SAQs)

2018 ◽  
pp. 155-173
Author(s):  
Tristan Barrett ◽  
Nadeem Shaida ◽  
Ashley Shaw ◽  
Adrian K. Dixon
Keyword(s):  
Short Answer ◽  
Short Answer Questions
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