scholarly journals Let’s Repair the Broken Galileo Thermometer

2018 ◽  
Vol 8 (1) ◽  
pp. 77
Author(s):  
Marián Kireš
Keyword(s):  
Temperature Measurement ◽  
Conceptual Understanding ◽  
Tap Water ◽  
Physical Principle ◽  
Self Assessment ◽  
Lecture Demonstration ◽  
Hands On ◽  
Upper Secondary ◽  
Skill Improvement ◽  
Broken Thermometer

We have developed and verified laboratory work as guided inquiry for upper secondary level students, focusing on conceptual understanding of the physical principle that forms the basis of temperature measurement,and on improvement of selected skills. Conceptual pre-test questions initiate the students’ interest and help identify input misconceptions. Using the method of interactive lecture demonstration, the students are introduced to the measurement principles of the Galileo thermometer. The students are then set the problem of how to repair a broken thermometer when tap water is used instead of ethanol. Since the density of water is greater than that of ethanol, the buoys must be adjusted by the students to achieve correct temperature measurement. The next steps of the activity have a hands-on orientation. The students work in pairs, guided by worksheet instructions. At the end of the activity, they complete self-assessment rubrics focused on skill improvement and final conceptual understanding. The results of the conceptual pretest questions and of the self-assessment rubrics from 461 participants are analysed and recommendations are made for teachers.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

Indigenous Medicinal Plants and Practices in Cagraray Island: Resources for Culture-Based Lessons in Biology

2021 ◽  
pp. 002205742098870
Author(s):  
Michael B. Bibon
Keyword(s):  
Medicinal Plants ◽  
Conceptual Understanding ◽  
Group Discussion ◽  
Indigenous Medicine ◽  
Entry Points ◽  
Hands On ◽  
Cultural Appreciation ◽  
Quantitative Data Analysis ◽  
K 12 ◽  
Journal Entries

The study aimed to develop culture-based lessons in Biology 9, integrating indigenous medicinal plants and practices in Cagraray Island. These developed lessons were designed incorporating features of research results, problem-based approach, active learning, and culture- or context-based teaching. The accounts from eight folk healers revealed the abundance of indigenous medicinal plants and practices for treating wounds, hypertension, anemia, cough and colds, and asthma. These illnesses were used as springboard for the development of five culture-based lessons with entry points in the K - 12 curriculum. Implemented to 45 Grade 9 learners for five consecutive days at Cawayan National High School, the culture-based lessons were found effective in developing learning outcomes like conceptual understanding, metacognition, science process skills, and cultural appreciation using quantitative data analysis ( p < .05). Qualitative data also supported these findings through Focus-Group Discussion (FGD), journal entries, interviews, and observations. Educational philosophy for culture-based learning revealed the need to incorporate hands-on activities producing concrete evidences for culture-based learning. In general, the study concluded with the potentiality of using indigenous medicine as resources for culture-based lessons in biology. For further study, it is recommended to design and develop more studies about local medicinal plants so they can be integrated, as well as multiple cultural facets, to culture-based lessons.

Blockchains:  An Experiential Accounting Learning Activity

2021 ◽  
Author(s):  
Lorraine S. Lee ◽  
Deniz Appelbaum ◽  
Richard Mautz III
Keyword(s):  
Conceptual Understanding ◽  
Emerging Technologies ◽  
Accounting Students ◽  
Learning Activity ◽  
Learning Approach ◽  
Technology Change ◽  
Accounting Curriculum ◽  
Hands On ◽  
Hands On Learning ◽  
Rapid Pace

Organizations such as the AASCB and the Pathways Commission (2012) recommend that emerging technologies be included in the accounting curriculum.  Yet the inclusion of emerging technologies represents a challenge for accounting educators due to the complexity and uncertainty associated with many technologies, as well as the rapid pace of technology change and innovation.  This paper answers the call by the Pathway Commission (2012) for additional research focused on enhancing learning experiences to better reflect current and emerging technologies. Using an experiential learning approach (Butler, Church, and Spencer (2019), we create a hands-on, learning activity focused on blockchains in order for accounting students to gain a conceptual understanding of blockchains and its applications and implications beyond bitcoins.

scholarly journals Choices of pre-service science teachers laboratory environments: Hands-on or hands-off?

2018 ◽  
Vol 10 (1) ◽  
pp. 41-51
Author(s):  
Hasan Ozgur Kapici ◽  
Hasan Akçay
Keyword(s):  
Science Teachers ◽  
Conceptual Understanding ◽  
Scientific Reasoning ◽  
Service Science ◽  
Attractive Alternative ◽  
Science And Technology Education ◽  
Virtual Lab ◽  
Online Laboratory ◽  
Hands On ◽  
Scientific Reasoning Skills

AbstractLearning in laboratories for students is not only crucial for conceptual understanding, but also contributes to gaining scientific reasoning skills. Following fast developments in technology, online laboratory environments have been improved considerably and nowadays form an attractive alternative for hands-on laboratories. The study was done in order to reveal pre-service science teachers’ preferences for hands-on or online laboratory environments. Participants of the study were 41 pre-service science teachers who were enrolled in a 13-week course on laboratory applications in science education. Findings showed that more than half of the pre-service science teachers would prefer to use hands-on laboratory environments for both conceptual teaching in their classrooms and to develop their students’ science process skills. The reasons behind their choices are discussed.Keywords: Online lab, hands-on lab, virtual lab, science and technology education, pre-service science teachers.* ADDRESS FOR CORRESPONDENCE: Hasan Özgur Kapıcı , Yıldız Teknik Ünivesitesi, Istanbul, TurkeyE-mail

Learning English for Technical Purposes

2011 ◽  
pp. 169-190 ◽  
Author(s):  
Anne Dragemark
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
School Students ◽  
Self Assessment ◽  
Online Tutoring ◽  
Upper Secondary ◽  
Research Findings ◽  
Learning Development ◽  
Learning English

This chapter presents some research findings in the area of self assessment,obtained from the European Leonardo Project: Learning English forTechnical Purposes (LENTEC), carried out 2001–2003. In this project,upper-secondary vocational students solved problem-based learning casesin a virtual environment. The project aimed at stimulating upper-secondaryvocational school students from six different European countries to improvetheir English-language skills. It also aimed at helping foreign-languageteachers to develop their skills in online tutoring. A validation study wasundertaken and the results underscored that students need time andpractice to assess their own results. According to students and teachers, amajority of the students became more aware of their own language-learning development. The teachers in the project developed a new teacherrole where some of the responsibility for assessment moved from them to thestudents themselves. This not only motivated the students but also gave themadded time for actual language learning.

Developing Understanding of Fractions through Pattern: Blocks and Fair Trade

2007 ◽  
Vol 14 (3) ◽  
pp. 140-145
Author(s):  
Cheryl Roddick ◽  
Christina Silvas-Centeno
Keyword(s):  
Design Process ◽  
Conceptual Understanding ◽  
Fair Trade ◽  
Sixth Grade ◽  
Hands On ◽  
The Impact ◽  
Teacher's Perspective

The design process and implementation of a hands-on unit on fractions in the sixth grade. The unit uses pattern blocks to help students develop conceptual understanding of fractions. Student misunderstandings and outcomes are presented, as well as the teacher's perspective on the impact on her classroom.

Exploration of Hands-On Discovery Pedagogy in Heat Transfer

2013 ◽  
Author(s):  
Thomas E. Diller ◽  
Chris Williams
Keyword(s):  
Heat Transfer ◽  
Heat Flux ◽  
Problem Solving ◽  
Conceptual Understanding ◽  
Heat Energy ◽  
Concept Inventory ◽  
Heat Flux Sensors ◽  
Hands On ◽  
Authentic Problems ◽  
Transfer Principles

Recent research in the development of the “Thermal and Transport Concept Inventory” test (TTCI) has shown that, despite completing several related courses, students have significant misconceptions of heat transfer principles such as the differences between heat, energy and temperature. This lack of conceptual understanding limits students’ problem-solving abilities (and thus their transition to expertise) and their ability to transfer knowledge to other courses and contexts. This research demonstrates how this problem can be addressed by integrating hands-on workshops into a traditional heat transfer lecture course. The workshops are designed to actively engage students in exploration and discovery using authentic problems. Using heat flux sensors allows students to physically observe abstract phenomena that cannot be easily observed.

scholarly journals The Effectiveness of the Science Experimental Guidebook on the Conceptual Understanding of Students with Learning Disabilities

2021 ◽  
Vol 4 (3) ◽  
pp. 230-243
Author(s):  
Tülay Şenel Çoruhlu ◽  
Murat Pehlevan
Keyword(s):  
Learning Disabilities ◽  
Conceptual Understanding ◽  
Electrical Circuit ◽  
Students With Learning Disabilities ◽  
Structured Interviews ◽  
Living Things ◽  
Learning Techniques ◽  
Hands On ◽  
Learning Domains ◽  
The Universe

This study aimed to develop a science experiments guidebook (based on discussion method and enriched worksheet) for fourth grade mainstreamed students with learning disabilities and to investigate its effect on their conceptual understanding of the "Matter and its Nature", "Living Things and Life", "Physical Events" and "Earth and The Universe" learning domains. Furthermore, mixtures, sieving, filtration, magnetism (Matter and its Nature), recycling (Living Things and Life), simple electrical circuit (Physical Events), and fossil (Earth and The Universe) concepts/issues were determined. Since the aim is to investigate the conceptual understanding of five 4th grade students with learning disabilities, the case study method was used. Conceptual understanding tests, drawing tests, and semi-structured interviews were used as data collection tools. The science experiments guidebook was presented to the students in worksheet format. Besides, worksheets were enriched with avatar images, mobile applications (QR codes), hands-on experiments, and active learning techniques (brainstorming, buzz 22, aquarium, and snowball). As a result of the research, it can be said that the science experiments guidebook had a positive effect on the conceptual understanding of students with learning disabilities.

Comparisons of Academic Researchers’ and Physical Education Teachers’ Perspectives on the Utilization of the Tactical Games Model

2016 ◽  
Vol 35 (4) ◽  
pp. 313-323 ◽  
Author(s):  
Stephen Harvey ◽  
Shane Pill
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Teacher Professional Development ◽  
Conceptual Understanding ◽  
Physical Education Teachers ◽  
Hands On ◽  
Academic Researchers ◽  
Teacher Professional ◽  
Tactical Games ◽  
Teachers Perspectives

Research commentary suggests the utilization of Tactical Games Models (TGMs) only exists in isolated instances, particularly where teachers demonstrate true fidelity to these models. In contrast, many academics have adopted TGMs into their courses. Consequently, the purpose of this study was to investigate reasons for this disparity. Participants were 44 academics and 80 physical education teachers. Results showed that academics provided a myriad of reasons why teachers may not use TGMs, although all agreed on the need for increased teacher professional development in TGMs. Physical education teachers’ outlined that numerous competing versions of TGMs was confusing and they required more hands-on examples of TGMs. Results further highlighted disparities between academics and teachers’ conceptual understanding and pedagogical applications of TGMs. There is a critical need to create improved connections between academics and physical education teachers, which could be achieved through the extended examination of the micropedagogies of teachers practice in TGMs.

scholarly journals GALLERY WALK+PEER TALK IN LANGUAGE TESTING AND ASSESSMENT: STUDENTS’ PERSPECTIVES

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Sri Sarwanti
Keyword(s):  
Conceptual Understanding ◽  
Social Constructivism ◽  
Academic Development ◽  
Learning By Doing ◽  
Peer Talk ◽  
Hands On ◽  
Language Testing And Assessment ◽  
Structured Information ◽  
Self Knowledge ◽  
Active Class

A useful conceptual understanding of ZPD can benefit the students from having  talks with others in increasing their capability of knowing something. This idea of social constructivism underpins the need for opportunities for collaboration and support, and for learning. Individuals are required to construct self-knowledge and develop new perspectives, by engaging in hands-on activities rather than using structured information. If peer talk is combined with gallery walk where the students have the opportunity to share ideas, the combination bears such an active class activity. This study reveals the students’ achievements on how they negotiate their problems through conversing with each other. The problem-based conversation plays among students themselves in their initial academic development. This study supports theory highlighting the importance of talk in social interaction as a prerequisite for increasing students’ achievement. The results of this study show that the combination of gallery walk-peer talk able to improve the students’ achievements and also the students’ participation in class. The results also uncovers why they enjoy learning by doing gallery walk-peer talk.

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