scholarly journals Learning about wave optics: the effects of combining external visualizations with extreme case reasoning

2020 ◽  
Vol 17 (2 Jul-Dec) ◽  
pp. 215
Author(s):  
A. Vidak ◽  
V. Dananić ◽  
V. Mešić
Keyword(s):  
Research Question ◽  
Extreme Case ◽  
First Year ◽  
Wave Optics ◽  
Conventional Teaching ◽  
Physics Course ◽  
The University ◽  
Case Reasoning ◽  
Screen Separation ◽  
The Relationship

In this study we investigated whether combining external visualizations with extreme case reasoning may facilitate developing of conceptual understanding about wave optics. For purposes of answering our research question we conducted a pretest-posttest quasi-experiment which included 179 students from a first year introductory physics course at the University of Zagreb, Croatia. Students who were guided through extreme case reasoning in their wave optics seminars significantly outperformed their peers who received conventional teaching treatment. Findings from our study suggest that combining external visualizations with extreme case reasoning facilitates development of visually rich internal representations which are a good basis for performing mental simulations about wave optics phenomena. In addition, it has been also found that many students use the “closer to the source implicates greater effect” p-prim when reasoning about certain relationships, such as the relationship between fringes’ dimension and slits-screen separation.

Thathir Quality Scholarship Program For Students At University level

2018 ◽  
Vol 2 (3) ◽  
pp. 206-219
Author(s):  
Louay Qais Abdullah ◽  
Duraid Faris Khayoun
Keyword(s):  
College Students ◽  
Life Sciences ◽  
Economic Feasibility ◽  
First Year ◽  
Grant Program ◽  
Scholarship Program ◽  
University Level ◽  
Faculty Of Education ◽  
The University ◽  
The Relationship

The study focused basically on measuring the relationship between the material cost of the students benefits program and the benefits which are earned by it, which was distributed on college students in the initial stages (matinee) and to show the extent of the benefits accruing from the grant program compared to the material burdens which matched and the extent of success or failure of the experience and its effect from o scientific and side on the Iraqi student through these tough economic circumstances experienced by the country in general, and also trying to find ways of proposed increase or expansion of distribution in the future in the event of proven economic feasibility from the program. An data has been taking from the data fro the Department of Financial Affairs and the Department of Studies and Planning at the University of Diyala with taking an data representing an actual and minimized pattern and questionnaires to a sample of students from the Department of Life Sciences in the Faculty of Education of the University of Diyala on the level of success and failure of students in the first year of the grant and the year before for the purpose of distribution comparison. The importance of the study to measure the extent of interest earned in comparision whit the material which is expenseon the program of grant (grant of students) to assist the competent authorities to continue or not in the program of student grants for the coming years.

scholarly journals How does crisis affect the conflict between technocracy and populism? Lessons from the COVID-19 pandemic

Politics ◽  
2021 ◽  
pp. 026339572110499
Author(s):  
Anders Esmark
Keyword(s):  
Extreme Case ◽  
Lessons Learned ◽  
State Of Exception ◽  
First Year ◽  
Global Pandemic ◽  
Contemporary Politics ◽  
The Face ◽  
Decisive Action ◽  
The Relationship ◽  
Two Sides

The article focuses on the relationship between technocracy and populism during the first year of the COVID-19 crisis. On one hand, this relationship has been defined by populist denial, displacement of crisis, and rejection of the technocratic consensus on the need for urgent and decisive action in the face of the global pandemic. On the other hand, COVID-19 has also led to convergence between the two sides and populist approximation to technocracy more akin to ‘technopopulist’ compromises and politics. The article shows that this pattern of antagonism and approximation has been shaped by three constitutive features of the state of exception and emergency during the COVID-19 crisis: (1) discursive securitization of the threat, (2) the use of extraordinary tools and measures under the licence of precautionary principle, and (3) institutional concentration of power. While COVID-19 is an extreme case in all three respects, the lessons learned from the pandemic advance our general understanding of technocracy and populism as constitutive features of contemporary politics.

scholarly journals Relationship between Learning Motivation and Reflection in Undergraduate Students

2018 ◽  
Vol 23 (6) ◽  
pp. 97-106 ◽  
Author(s):  
T.S. Tikhomirova ◽  
N.V. Kochetkov
Keyword(s):  
Undergraduate Students ◽  
Learning Motivation ◽  
First Year ◽  
First Year Students ◽  
Individual Level ◽  
Motivation For Learning ◽  
Second Year ◽  
The Individual ◽  
The University ◽  
The Relationship

This article aims to study the relationship between personal reflection and the intensity of motivation for learning in a university.In order to achieve this goal, the following techniques were employed: A.V.Karpov and V.V.Ponomaryova’s technique for identifying the individual level of reflectivity, and T.I.Ilyina’s technique for assessing learning motivation in university students.The empirical study involved 143 subjects.The obtained data indicate that for the first-year students the meaning of the ‘mastering the profession’ motive is directly connected with their reflections on the present and future activities, while the meaning of the ‘getting a diploma’ motive is inversely correlated with the reflection of communication.In the second year, the intensity of the ‘gaining knowledge’ motive correlates with the reflection of communication, and the meaning of the ‘mastering the profession’ motive has an inverse relationship with the reflection of future activity.In the third year, the values of the motive for acquiring knowledge correlate with the integral indicator of reflection, whereas in the fourth year none of the reflection components are interconnected with the components of the motivation for learning in the university.

scholarly journals Co-teaching as a clinical model of student teaching : perceptions of preparedness for first year teaching

2018 ◽  
Author(s):  
◽  
Abby Volmer
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Cooperating Teachers ◽  
Research Question ◽  
First Year ◽  
Teaching Model ◽  
University Supervisors ◽  
Teaching Student ◽  
The University

College of Education faculty members at the University of Central Missouri found that public school teachers and administrators from surrounding schools were reluctant to hand over classrooms of students to novice teachers for student teaching. With high stakes accountability for test scores, teachers voiced their need to be present in the classroom, particularly during spring semester of statewide testing (Diana, 2014). The university adopted a co-teaching model of student teaching to prepare its teaching candidates for the first year of teaching while allowing the cooperating teacher to stay in the classroom throughout the student teaching term. The problem-of-practice addressed in this study focuses on the need to determine if a co-teaching student teacher model provides university students an adequate amount of clinical experience and preparation to support a successful first year of teaching. The purpose of this study is two-fold: 1) analyze the perceptions of former and current student teachers, cooperating teachers, and university supervisors on the co-teaching model of student teaching and 2) assess the model's effectiveness in preparing student teachers for their first year of teaching. To this end, the research questions are as follows: Research Question 1. What are the perceptions of University of Central Missouri current and former student teachers on the co-teaching student-teaching model's ability to prepare student teachers for their first year of teaching? Research Question 2. What are the perceptions of University of Central Missouri university supervisors on the co-teaching student-teaching model's ability to prepare student teachers for their first year of teaching? Research Question 3. What are the perceptions of cooperating teachers on the co-teaching student- teaching model's ability to prepare student teachers for their first year of teaching? The research questions were answered through an analysis of the data collected via a quantitative survey followed by a qualitative interview. The quantitative survey asked respondents to rate items on a Likert-type scale (Fink, 2013) as to how well they perceived the co-teaching model of student teaching prepares student teachers to meet Missouri Teaching Standards. The qualitative survey asked respondents to discuss their perceptions of how well the co-teaching model of student teaching prepares student teachers for their first year of teaching based on their personal experience. The responses indicated that the co-teaching model scored higher in first year teacher preparation by elementary teachers and elementary supervisors than by secondary teachers and supervisors. Responses also indicated that student teachers and cooperating teachers perceived the co-teaching model as more positively preparing student teachers for their first year of teaching than do university supervisors. Additionally, responses indicated that the co-teaching model of student teaching closely aligns to the Gradual Release of Responsibility theory of learning (Pearson and Gallagher, 1983) with the co-teaching model of student teaching strengths as follows: extensive modeling by a More Knowledgeable Other (Vygotsky, 1978), extensive professional reflection and immediate feedback, a narrowing of focus, professional collaboration, and building of confidence in the student teacher. Due to the student teacher never solely taking over the classroom responsibilities in a co-teaching model of student teaching, the model's barrier for preparing student teachers for their first year of teaching centers on the student teacher not receiving a fully realistic teaching experience in a classroom without a co-teacher. On this basis, it is recommended that universities and school districts adopt the co-teaching model of student teaching to provide a strong base of teaching background for the student teacher through the Gradual Release of Responsibility. The student teacher should also receive two to three weeks of sole classroom responsibility and all the duties in that role as to provide a realistic experience of teaching without a co-teacher present. Further research could synthesize the perceptions of the same group of participants in this study regarding a model similar to the one recommended.

scholarly journals SMS as a learning tool: an experimental study

2012 ◽  
Vol 20 (2) ◽  
pp. 33 ◽  
Author(s):  
Mar Gutiérrez-Colon Plana ◽  
Pere Gallardo Torrano ◽  
M. Elisa Grova
Keyword(s):  
Experimental Study ◽  
English Language ◽  
Research Question ◽  
Control Group ◽  
First Year ◽  
Support Tool ◽  
Research Questions ◽  
Second Year ◽  
The University ◽  
Better Than

<p>The aim of this experimental study was to find out the potential of using mobile phones in teaching English as a foreign language, specifically the use of SMS as a support tool in the EFL class. The research questions formulated were: (1) Is using SMS messages via a mobile phone an effective tool in terms of motivation and engagement? (2) What type of mini-lessons do subjects think are better to be sent via SMS in terms of effectiveness, engagement, and usefulness for their learning purposes? (3) What is the appropriate timing for the activities to be sent? (4) Did students who participated in the project perform better than the control group? This experimental study lasted two academic years. As this was a preliminary study of the viability of the SMS methodology, it was conducted with a small group of students (n=13) from the English Degree at the University Rovira i Virgili (Tarragona, Spain). During the first year we designed various types of activities and sent them though a period of 15 weeks. The aim of this first part was to answer the research questions 1 to 3. The second year, a new set of exercises was created. This time, the aim was to gather data to be able to answer the fourth research question. Both qualitative data (from the first year) and quantitative data (from the second year) were analysed. We can conclude that the subjects have found this experience engaging. The subjects preferred receiving short, direct exercises which could be answered immediately. They preferred receiving the SMS in the afternoon or evening and the results show that this methodology enhances the retrieval of memorized English language rules. The results of this study were presented at the EuroCALL 2011 conference in Nottingham and are the result of a research project funded by the Institut de Ciències de l'Educació (Universitat Rovira i Virgili).</p>

scholarly journals Crafticulation as a method of knowledge creation

2021 ◽  
Vol 12 (2) ◽  
pp. 183-204 ◽  
Author(s):  
Henna Lahti ◽  
Päivi Fernström
Keyword(s):  
Knowledge Creation ◽  
Scientific Method ◽  
Wide Spectrum ◽  
Research Question ◽  
Well Being ◽  
First Year ◽  
Theoretical Concepts ◽  
Mind Maps ◽  
The University

Our aim in this article is to introduce the idea of ‘crafticulation’ as a part of scientific method and to present a case study related to it. A novel course, Materializing in Craft Science, was offered in the first year of the craft teacher master’s degree at the University of Helsinki. The aim of the course was to pilot a method of crafticulation by materializing theoretical mind maps. Crafticulation consists of the words, ‘craft’ and ‘articulation’ and further, crafticulation is seen as a part of practice-led research in which craft plays a key role in eliciting a wide spectrum of knowledge. Our research question is how crafticulation emerged in students’ inquiry processes. The research data included twenty individual mind maps, materializations and reflections of the course. Based on theory-driven data analysis, the results indicated that many students used crafticulation for demonstration purposes. For example, they tested the connection between their craft-making process and well-being. Another approach was to convey a certain experience by way of crafticulation. In some cases, crafticulation was linked to analogies and metaphors in learning theoretical concepts. Furthermore, the students found new avenues in which to reflect research topics and to deepen their inquiry processes.

scholarly journals POST-COVID-19 UNIVERSITY GOVERNANCE IN GERMANY

2021 ◽  
Vol 2 ◽  
pp. 7-16
Author(s):  
Andreas Ahrens ◽  
Jelena Zascerinska
Keyword(s):  
Higher Education ◽  
Focus Group Interview ◽  
External Factor ◽  
Research Question ◽  
University Governance ◽  
Theoretical Finding ◽  
Qualitative Nature ◽  
The University ◽  
Business As Usual ◽  
The Relationship

Researchers admit that there will not be a quick return to “business as usual”, especially related to internationalization, the financing of studies and universities, research and administration. The enabling research question is formulated as following: What is the relationship between the COVID-19 pandemic and university governance? The aim of the article is to examine the relationship between the COVID-19 pandemic and university governance underpinning the elaboration of implications for higher education. The study was of the qualitative nature. The exploratory study was implemented. The study was carried out in Germany on the 22nd September 2020. Focus group interview served as a method of data collection. The data were interpreted via structuring and summarising content analysis. The theoretical finding is that the COVID-19 pandemic is a factor that influences the university governance. The COVID-19 pandemic is an external factor in regard to university governance. Factor impact can be regulated. Factor impact can be increased or decreased according to the situation requirements. The empirical data allow concluding that the COVID-19 pandemic fastens the changes in governing the universities in Germany. Implications for higher education are presented. Research limitations are identified. Directions of further research are proposed.

Factors affecting student drop out from the university introductory physics course, including the anomaly of the Ontario double cohort

2008 ◽  
Vol 86 (6) ◽  
pp. 839-847 ◽  
Author(s):  
A Slavin
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Inflation ◽  
Drop Out ◽  
Steady Increase ◽  
First Year ◽  
Drop Out Rate ◽  
University Physics ◽  
Physics Course ◽  
The University

The course drop-out rate is the fraction of students per year who drop a course after starting it. This statistic is important both as a measure of the difficulty or relevance of the course compared to others at a university, and as one indication of the success of measures taken to improve teaching. The drop-out rate of students from the first-year university physics course at Trent University increased from about 8% in the 1980s to over 20% in 1999, primarily under the same instructor, with the exception of the Ontario “double-cohort” years 2003–2004 and 2004–2005 when it plummeted to about 9% before rebounding in 2005–2006. A similar decrease in this rate for the double-cohort years has been observed at Brock University and the University of Guelph, and so was probably widespread. It is speculated that the main cause of the decrease for these two years was an improved work ethic of the double-cohort students. Possible causes of the steady increase in the drop-out rate from the 1980s to the present are discussed including high-school courses taken; gender balance; and grade inflation. The last of these combined with a dramatic increase in the percentage of high-school students continuing their education, appears to have resulted in weaker and less motivated students being admitted to university. Results are also given of a survey of recent first-year Trent University physics students for possible reasons for dropping out of the course: students who have not taken the final-year high-school physics course, do not live in residence, or do not work together on their assignments are much more likely to drop the course. PACS No.: 01.40.gb

scholarly journals Relationship between self-reported and objectively measured manual ability varies during the first year post-stroke

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Netha Hussain ◽  
Margit Alt Murphy ◽  
Åsa Lundgren-Nilsson ◽  
Katharina S. Sunnerhagen
Keyword(s):  
Kinematic Analysis ◽  
Peak Velocity ◽  
Movement Time ◽  
First Year ◽  
Mean Velocity ◽  
Pointing Task ◽  
Objectively Measured ◽  
The University ◽  
The Relationship ◽  
Spearman’S Correlation

AbstractSelf-reported outcomes provide unique insights about an individual’s perceived manual ability after stroke. This study aimed at determining how the relationship between objective kinematic variables obtained from the target-to-target pointing task and self-reported manual ability varies during the first year in individuals after stroke. Sixty-six individuals from the Stroke Arm Longitudinal study at the University of Gothenburg (SALGOT) cohort were assessed using ABILHAND questionnaire and kinematic analysis at five timepoints between the 10th day and 12th month after stroke. Kinematic analysis was performed using a target-to-target pointing task in a virtual environment. Spearman’s correlation was used to determine the extent of correlation between ABILHAND logits and kinematic variables. The correlations varied with time within the first year after stroke. The correlations were low or very low early after stroke and became moderate to high after 6 months for objective measures of movement time and smoothness, but remained low to moderate for mean velocity and low for peak velocity. Due to this discrepancy between self-perceived and objective assessments of arm function, a combination of self-reported and objective assessments of upper limb should be used as outcome measures, especially in the acute and subacute stages after stroke.

scholarly journals Pro-Environmental Behavior, Connectedness to Nature, and Wellbeing Dimensions among Granada Students

2020 ◽  
Vol 12 (21) ◽  
pp. 9171
Author(s):  
Nazaret Ibáñez-Rueda ◽  
Mònica Guillén-Royo ◽  
Jorge Guardiola
Keyword(s):  
Life Satisfaction ◽  
Research Question ◽  
Negative Relationship ◽  
Environmental Behaviors ◽  
Connectedness To Nature ◽  
Nature Play ◽  
Using Data ◽  
The University ◽  
The Relationship ◽  
Moderating Role

This paper aims to answer the following research questions: Are there differences between individual and collective pro-environmental behaviors (PEBs) in their relationship with wellbeing? What role does connectedness to nature play in those relationships? We understand individual PEBs as efforts to consume less and to reduce the environmental impact of consumption, whereas we define collaborative PEBs in terms of environmental activism. We consider connectedness to nature as a potential factor moderating the relationship between PEBs and wellbeing. The study incorporates several dimensions of wellbeing: cognitive, affective and eudaimonic. We use regression analysis to study the extent to which individual and collective PEBs explain the three wellbeing dimensions and we explore the moderating role of connectedness to nature using data from a sample of 973 students at the University of Granada (Spain). Results indicate that individual PEBs are positively related to the eudaimonic dimension of wellbeing but they do not explain the cognitive and affective dimensions. In contrast, collaborative PEB is negatively related to life satisfaction, our measure of the cognitive dimension, but not significantly related to the other wellbeing measures. Based on this evidence, we can answer our first research question in the affirmative. As for the second question, our results suggest that connectedness to nature plays a moderating role in the relationship between life satisfaction and collaborative PEBs, as the initially negative relationship is reversed when people feel highly connected to nature.

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