scholarly journals Hearing: An Inquiry-Based Learning Module Linking Biology & Physics

2019 ◽  
Vol 81 (7) ◽  
pp. 485-489
Author(s):  
Sarah Schmid ◽  
Franz X. Bogner
Keyword(s):  
Inner Ear ◽  
Gender Gap ◽  
Inquiry Based Learning ◽  
Learning And Teaching ◽  
Hands On ◽  
Long Term Retention ◽  
Level 1 ◽  
Human Hearing ◽  
Human Ear

We describe a structured inquiry-based lesson about the human ear and sound that can lead to long-term retention of content knowledge and reduce the gender gap in science subjects. The lesson integrates the subjects of biology and physics for students about 15 years of age and is suitable with high or low pre-knowledge and for both genders equally. Students learn in hands-on experiments about sound formation and properties; the human outer, middle, and inner ear; and limits to human hearing, both natural and resulting from damage to the inner ear. This lesson is suitable for beginners in inquiry-based learning and teaching. It is designed as structured/level 1 inquiry-based science. The topic and how it is analyzed is provided by the teacher in the lesson material, but students are strongly invited to actively think about why they expect certain results to happen and how the results can be interpreted.

scholarly journals An epistemological analysis of the application of an online inquiry-based program in tourism education

2014 ◽  
Vol 30 (1) ◽  
Author(s):  
Liwei Hsu
Keyword(s):  
Epistemological Beliefs ◽  
Font Size ◽  
Inquiry Based Learning ◽  
Tourism Education ◽  
Before And After ◽  
The Subject ◽  
Long Term Retention ◽  
Epistemological Analysis ◽  
The Relationship

<span style="font-family: 新細明體; font-size: small;"> </span><p>This paper was designed to investigate the application of an online inquiry-based program to European tourism from an epistemological perspective. Fifty tourism students (n = 50) participated in this study and their epistemological beliefs were measured with the Epistemological Belief Scale. A set of pre-, post-, and delayed tests were utilised to assess each participant’s learning outcomes. The results showed that online inquiry-based learning (IBL) did change the participants’ epistemological beliefs significantly, with a large effect size (Cohen’s d) of .83. However, correlation analyses indicated that the relationship between an individual’s epistemological beliefs before and after the online IBL experience, and the differences of pre- and post-tests, is rather low (g = .287). Yet, the association between their changed epistemological beliefs and the delayed test was higher (g = .556). These results suggest the possible effectiveness of online IBL in helping tourism students’ develop more sophisticated epistemological beliefs, which may not be able to help learners comprehend the subject matter immediately but may facilitate better long-term retention.</p><p class="MsoNormal" style="margin: 0cm 0cm 0pt;"> </p><span style="font-family: 新細明體; font-size: small;"> </span>

scholarly journals Effects of Students’ Effort Scores in a Structured Inquiry Unit on Long-Term Recall Abilities of Content Knowledge

2015 ◽  
Vol 2015 ◽  
pp. 1-11 ◽  
Author(s):  
Sarah Schmid ◽  
Franz X. Bogner
Keyword(s):  
Learning Strategies ◽  
Knowledge Score ◽  
Ninth Graders ◽  
Inquiry Based Learning ◽  
Term Retention ◽  
High Knowledge ◽  
Long Term Retention ◽  
Individual Achievement ◽  
Long Term Measurement

The influence of students’ investment and perception during participation in structured inquiry-based learning on their long-term retention was analyzed to gain more insights into the underlying reasons for long-term retention through structured inquiry learning. Therefore achievement was correlated to effort, lesson rating and perceived competence for learning (PCL), and subject grades. 126 ninth graders participating in a structured inquiry-based interdisciplinary Biology and Physics module were analyzed. Students’ knowledge was even measured four times: 2 weeks before, directly after, and six and 12 weeks after module participation. Effort, usefulness, and PCL were observed once, directly after module participation. The invested effort during the lesson correlated positively with the knowledge score measured six weeks and twelve weeks after the lesson. Thus, high effort individuals achieved high knowledge scores at the medium and the long-term measurement. Therefore, effort is a variable that seems to be linked to long-term achievement. Furthermore, Biology and Physics grades reflected individual abilities to acquire long-term knowledge, while a high preknowledge level did not. This result indicates learning strategies as possible core concept underlying individual achievement levels.

Long-term retention is greater following closed-book tests than open-book tests

2006 ◽  
Author(s):  
Pooja K. Agarwal ◽  
Jeffrey D. Karpicke ◽  
Sean H. Kang ◽  
Henry L. Roediger ◽  
Kathleen B. McDermott
Keyword(s):  
Open Book ◽  
Term Retention ◽  
Long Term Retention

Improvement Of The Method Of Winter Concreting With The Use Of Heating Wires

2019 ◽  
pp. 51-58
Keyword(s):  
Harmful Effect ◽  
Electric Heating ◽  
Strength Development ◽  
Construction Sites ◽  
Dominant Position ◽  
Heating Wire ◽  
Hands On ◽  
Basic Parameters ◽  
Monolithic Structures

Long-term experience of application of a method of electric heating by heating wires of the monolithic concrete and reinforced concrete structures erected in winter conditions is analyzed. This method, developed by the author of the article, took a dominant position on the construction sites due to the simplicity and efficiency in comparison with the mass applied in those years, the method of electric heating of concrete with steel round and strip electrodes. The data on labor intensity, material and energy costs in comparison with the method of rod electric heating are presented. Step-by-step technological operations on preparatory works and electric heating of monolithic structures with the use of extensive hands-on material, which formed the basis for the development of technological regulations, supplemented by a number of new proposals to improve the technology of works, are concretized. In order to work out the optimal mode of heat treatment, the studies of the concrete thermal conductivity factor in the process of its heating and strength development were carried out. The method for calculation of the basic parameters of concrete electric heating is presented. For simplification of calculations, for a wide contingent of masters, superintendents and technical personnel, the nomogram , making it possible with sufficient accuracy under the construction conditions to calculate the necessary heating parameters, was developed. The necessity of grounding the heating wire remaining in the concrete to reduce the harmful effect of magnetic radiation from various appliances and household appliances on the human body is noted.

Retrieval practice promotes long-term retention irrespective of the placement

2020 ◽  
Author(s):  
alice latimier ◽  
Arnaud Rierget ◽  
Son Thierry Ly ◽  
Franck Ramus
Keyword(s):  
Retention Interval ◽  
Retrieval Practice ◽  
Memory Retention ◽  
Term Retention ◽  
Long Term Retention

The current study aimed at comparing the effect of three placements of the re-exposure episodes on memory retention (interpolated-small, interpolated-medium, postponed), depending on whether retrieval practice or re-reading was used, and on retention interval (one week vs one month).

scholarly journals Transdisciplinary AI Observatory—Retrospective Analyses and Future-Oriented Contradistinctions

Philosophies ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 6
Author(s):  
Nadisha-Marie Aliman ◽  
Leon Kester ◽  
Roman Yampolskiy
Keyword(s):  
Ethical Issues ◽  
Descriptive Analysis ◽  
Research Direction ◽  
Short Term ◽  
Safety Critical ◽  
Safety Research ◽  
Hands On ◽  
Near Term ◽  
Ai Safety

In the last years, artificial intelligence (AI) safety gained international recognition in the light of heterogeneous safety-critical and ethical issues that risk overshadowing the broad beneficial impacts of AI. In this context, the implementation of AI observatory endeavors represents one key research direction. This paper motivates the need for an inherently transdisciplinary AI observatory approach integrating diverse retrospective and counterfactual views. We delineate aims and limitations while providing hands-on-advice utilizing concrete practical examples. Distinguishing between unintentionally and intentionally triggered AI risks with diverse socio-psycho-technological impacts, we exemplify a retrospective descriptive analysis followed by a retrospective counterfactual risk analysis. Building on these AI observatory tools, we present near-term transdisciplinary guidelines for AI safety. As further contribution, we discuss differentiated and tailored long-term directions through the lens of two disparate modern AI safety paradigms. For simplicity, we refer to these two different paradigms with the terms artificial stupidity (AS) and eternal creativity (EC) respectively. While both AS and EC acknowledge the need for a hybrid cognitive-affective approach to AI safety and overlap with regard to many short-term considerations, they differ fundamentally in the nature of multiple envisaged long-term solution patterns. By compiling relevant underlying contradistinctions, we aim to provide future-oriented incentives for constructive dialectics in practical and theoretical AI safety research.

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