scholarly journals Challenge of Teaching Genetics at Early Stage

2021 ◽  
Vol 10 (2) ◽  
pp. 1399-1401
Author(s):  
Edwards Willey ◽  
Fuzhou Wang
Keyword(s):  
Middle School ◽  
Science Education ◽  
Early Stage ◽  
Adolescent Students ◽  
Genetics Knowledge ◽  
Basic Concepts ◽  
Early Science Education ◽  
Critical Components

As a part of early science education, biogenetics is one of the critical components. Usually, the course is taught at the middle school at the earliest (Committee on the Science of Children Birth to Age 8, 2015). There may be specific difficulties for adolescent students who are first exposed to genetics knowledge, from cognition to knowledge reserve. In addition, understanding its basic concepts may require the lecturer to adopt certain methods and skills (Hirsh et al., 2020). Due to the abstract nature of genetics, this is more challenging for students of this age.

A hospital/school science fair mentoring program for middle school students.

1997 ◽  
Vol 273 (6) ◽  
pp. S47
Author(s):  
B Torres ◽  
R F Harris ◽  
D Lockwood ◽  
J Johnson ◽  
R Mirabal ◽  
...  
Keyword(s):  
Middle School ◽  
Science Education ◽  
Massachusetts General Hospital ◽  
Learning Experience ◽  
School Science ◽  
Mentoring Program ◽  
Science Fair ◽  
School Students ◽  
Adolescent Students ◽  
Innovative Learning

The Massachusetts General Hospital (MGH) and the James P. Timilty Middle School established a partnership to enhance science education, promote faculty development, and improve the health status and academic performance of all Timilty students. This article describes one of the Partnership's Science Connection programs, the Science Fair Mentoring Program, designed to enhance middle school science education, inform urban early adolescents about professions in the health field, inspire them to pursue postsecondary study in the health sciences, and prepare them for rigorous academic work in high school. In this program, hospital-based clinical and research staff mentor young adolescent students. The authors describe the planning, implementation, and evaluation of the Science Fair Mentoring Program as an innovative learning experience.

scholarly journals Early science education and astronomy

2009 ◽  
Vol 5 (S260) ◽  
pp. 629-641
Author(s):  
David Wilgenbus ◽  
Pierre Léna
Keyword(s):  
Middle School ◽  
Science Education ◽  
Scientific Method ◽  
Further Training ◽  
School Population ◽  
One Laptop Per Child ◽  
The Earth ◽  
Académie Des Sciences ◽  
Early Science Education ◽  
Professional Choices

AbstractInquiry-based science education is currently receiving a consensus as a pedagogy to teach science at primary and middle school levels, with the goal to reach all children and youngsters, no matter what their future professional choices will be. By the same token, it also greatly increases the fraction of the school population in which future technicians, engineers and sciences could be recruited for further training. La main à la pâte is the name of the action undertaken by the French Académie des Sciences to develop inquiry in France, and then in many collaborating countries. The focus is on science as a whole, and not on particular disciplines such as physics, biology, and so on, since it is the understanding of scientific method and use of evidence which is at the heart of inquiry. Yet, astronomy is offering so many opportunities to demonstrate the scientific method that La main à la pâte has developed a number of inquiry activities in this field, which are presented here, such as Measuring the Earth, Calendars and cultures, the use of One Laptop per Child for Moon observations, etc.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

Inconsistencies in Early Science Education: Can Nature Help Streamline State Standards?

Ecopsychology ◽  
2018 ◽  
Vol 10 (4) ◽  
pp. 243-258 ◽  
Author(s):  
Heidi Kloos ◽  
Talia Waltzer ◽  
Cathy Maltbie ◽  
Rhonda Douglas Brown ◽  
Victoria Carr
Keyword(s):  
Science Education ◽  
State Standards ◽  
Early Science Education

scholarly journals Prioritizing Elements of Science Education for Sustainable Development with the MCDA-FDEMATEL Method Using the Flipped E-Learning Scheme

2019 ◽  
Vol 11 (11) ◽  
pp. 3079 ◽  
Author(s):  
Jin Su Jeong ◽  
David González-Gómez ◽  
Florentina Cañada-Cañada
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Information And Communication Technologies ◽  
Early Stage ◽  
Education For Sustainable Development ◽  
Learning System ◽  
Fuzzy Decision Making ◽  
Learning Program ◽  
Learning Scheme ◽  
E Learning

Selecting and ordering components for sustainable science education is a critical issue, which is presently obtaining increased attention because of being at an early stage and scarce application in higher education. Though the flipped e-learning scheme is one of the novel information and communication technologies (ICTs), it can be of great relevance in a long-term learning program for various sustainable science education criteria. This research presents an approach to identify and analyze elements for science education for sustainable development with multi-criteria decision analysis-fuzzy decision-making trial and evaluation laboratory (MCDA-FDEMATEL) method by flipped e-learning system. With the method proposed, the main elements are collected as science-education, sustainable-development, technology-infrastructure and flipped-e-learning elements. The final results’ analyses with sixteen sub-elements are assessed with weighted linear combination (WLC) and sensitivity-analysis (I to VI implementations) in the context of the MCDA-FDEMATEL method. The most important element and sub-element for science education for sustainable development through flipped e-learning teaching are sustainable-development (as an element), VI implementation with 0.540 weight, and environmental contents (as a sub-element) with 0.570 weight. Consequently, this proposed approach could be used in different studies to validate the most important aspects of science education for sustainable development through flipped e-learning teaching elements and sub-elements with equivalent and comparable education settings.

scholarly journals Winding Tensor Approach for the Analytical Computation of the Inductance Matrix in Eccentric Induction Machines

Sensors ◽  
2020 ◽  
Vol 20 (11) ◽  
pp. 3058
Author(s):  
Javier Martinez-Roman ◽  
Ruben Puche-Panadero ◽  
Angel Sapena-Bano ◽  
Manuel Pineda-Sanchez ◽  
Juan Perez-Cruz ◽  
...  
Keyword(s):  
Early Stage ◽  
Induction Machines ◽  
Air Gap ◽  
Analytical Models ◽  
Tensor Algebra ◽  
Production Lines ◽  
Complex Interactions ◽  
Spatial Waves ◽  
Rotor Core ◽  
Critical Components

Induction machines (IMs) are critical components of many industrial processes, what justifies the use of condition-based maintenance (CBM) systems for detecting their faults at an early stage, in order to avoid costly breakdowns of production lines. The development of CBM systems for IMs relies on the use of fast models that can accurately simulate the machine in faulty conditions. In particular, IM models must be able to reproduce the characteristic harmonics that the IM faults impress in the spatial waves of the air gap magneto-motive force (MMF), due to the complex interactions between spatial and time harmonics. A common type of fault is the eccentricity of the rotor core, which provokes an unbalanced magnetic pull, and can lead to destructive rotor-stator rub. Models developed using the finite element method (FEM) can achieve the required accuracy, but their high computational costs hinder their use in online CBM systems. Analytical models are much faster, but they need an inductance matrix that takes into account the asymmetries generated by the eccentricity fault. Building the inductance matrix for eccentric IMs using traditional techniques, such as the winding function approach (WFA), is a highly complex task, because these functions depend on the combined effect of the winding layout and of the air gap asymmetry. In this paper, a novel method for the fast and simple computation of the inductance matrix for eccentric IMs is presented, which decouples the influence of the air gap asymmetry and of the winding configuration using two independent tensors. It is based on the construction of a primitive inductance tensor, which formulates the eccentricity fault using single conductors as the simplest reference frame; and a winding tensor that converts it into the inductance matrix of a particular machine, taking into account the configuration of the windings. The proposed approach applies routine procedures from tensor algebra for performing such transformation in a simple way. It is theoretically explained and experimentally validated with a commercial induction motor with a mixed eccentricity fault.

Impact of CW-FIT on Student and Teacher Behavior in a Middle School

2020 ◽  
Vol 22 (4) ◽  
pp. 195-206
Author(s):  
Renee Speight ◽  
Peggy Whitby ◽  
Suzanne Kucharczyk
Keyword(s):  
Middle School ◽  
Behavior Management ◽  
Student Behavior ◽  
Functional Relation ◽  
Teacher Behavior ◽  
School Students ◽  
Adolescent Students ◽  
Behavior Specific Praise ◽  
Classroom Level ◽  
Specific Praise

Positive behavior interventions and supports (PBIS) improve student behavior. Yet, teachers may not receive adequate training to implement PBIS at the classroom level. This study evaluated class-wide function-related intervention teams (CW-FIT) as a classroom-level behavior management system to determine whether the behavior of middle school students would improve with teacher implementation of CW-FIT. A multiple-baseline across conditions design was used to evaluate changes in on-task behavior of adolescent students in sixth and seventh grade from a socioeconomically and ethnically diverse middle school. In addition, the effects on teacher behavior-specific praise statements and teacher reprimands were assessed. Consistent with previous evaluations of CW-FIT, findings indicated a functional relation between the intervention and increases in on-task student behavior. In addition, the findings also showed improvements to teacher behavior with increases in behavior-specific praise statements; however, no effect was observed with teacher reprimands. Social validity measures indicated students and teachers found the intervention favorable. Implications, limitations, and areas for future inquiry are discussed.

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