scholarly journals Integrating Course Material and Application: A Progressive Writing Assignment Applied to an Astrochemistry Tutorial

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Olivia H Wilkins ◽  
Camillus F Buzard
Keyword(s):  
General Chemistry ◽  
Graduate Students ◽  
Chemistry Curriculum ◽  
Chemistry Students ◽  
Research Areas ◽  
Broader Impacts ◽  
Big Picture ◽  
Course Material ◽  
Writing Assignment ◽  
The Subject

A major challenge in teaching is helping students integrate course concepts to understand the big picture of a field and apply those concepts in new situations. To address this challenge in a tutorial course about astrochemistry (taught by graduate students to chemistry undergraduates), we implemented a progressive writing assignment that culminated in a final presentation. In the progressive writing assignment, students chose an astrochemistry topic they found interesting to be the subject of three sequential papers, which became the basis for their presentations. The purpose of this assignment was to gradually introduce chemistry students to research areas in astronomy, which is by nature outside the general chemistry curriculum, while also providing students with regular feedback. Over the course of the assignment, students applied key themes in the course—significance of astrochemistry research, research methods, and chemistry in astronomical environments—separately to their chosen topics before explaining in the final presentation how these different aspects of astrochemistry work together. By incorporating stories and anaologies, rather than just facts, students gave presentations that were accessible to a novice audience. As a result, students explained broader impacts of astrochemistry research, rather than just focusing on results, and they entertained questions with answers that went beyond clarification of the material discussed.

Making Sense of Science

2014 ◽  
pp. 1-29
Author(s):  
Nancy El-Farargy
Keyword(s):  
Adult Students ◽  
Evidence Base ◽  
Further Education ◽  
Chemistry Curriculum ◽  
Chemistry Students ◽  
Science Courses ◽  
Curriculum Redesign ◽  
Making Sense ◽  
The Subject

This review outlines a research-informed teaching case study based on adult learners of chemistry within the Scottish Further Education (FE) sector. It provides some strategies for success in supporting non-major chemistry students and provides some practical ways forward for improving attitudes to learning chemistry and in studying the subject further. An overview of why science, and in particular chemistry, may be perceived to be difficult to learn is discussed, as well as links to the evidence base that outlines the facilitation of meaningful and relevant learning. Through a chemistry curriculum redesign, discussions on the shift of attitudes, perceptions of learning, difficulties, and preferred topics in lessons are discussed. In addition, a general overview of the science education scene in Further Education is presented. Based on research evidence and educational neuroscience, there are suggested implications for educators in supporting adult students learning non-major science courses.

Confidants

2017 ◽  
Author(s):  
Mario Luis Small
Keyword(s):  
Graduate Students ◽  
Weak Ties ◽  
Historical Overview ◽  
Strong Ties ◽  
The Subject

This chapter reviews the literature that probed people’s decisions about whom to turn to when they need a confidant and discusses reasons for considering an alternative. It first provides a historical overview of research on the subject before analyzing how the claim that people will turn to those they are close to when they have important matters to discuss is linked to the ideas about the differences between strong and weak ties. It also cites three reasons to doubt the notion that people will turn to strong ties when seeking confidants as consistently as they say they do. The chapter concludes by explaining the rationale for studying the experiences of graduate students who were forced to make decisions about whom to talk to when they needed someone to talk to.

Implications for Regional Science of the “Rebuilding Macroeconomic Theory Project”

2021 ◽  
pp. 016001762098659
Author(s):  
Kieran P. Donaghy
Keyword(s):  
Monetary Policy ◽  
Graduate Students ◽  
Global Financial Crisis ◽  
Financial Frictions ◽  
Regional Science ◽  
Macroeconomic Theory ◽  
Income Groups ◽  
Big Picture ◽  
Theory Project ◽  
The Global Financial Crisis

The inability of macroeconomists to anticipate the Global Financial Crisis or reproduce it in their models has led to an important stock-taking of deficiencies in, and necessary modifications to, theories and models used pervasively by researchers and taught to graduate students. This stock-taking—the so-called “Rebuilding Macroeconomic Theory Project,” organized by David Vines and Samuel Wills—has provided an opportunity for economy-wide modelers (who include regional scientists) to consider whether the theories and models they employ are adequate and appropriate to the tasks to which they put them. In this paper I provide a brief report on the project, retrace the development of macroeconomics, and summarize responses by prominent macroeconomists to a set of questions posed by organizers of the project, while drawing implications of these questions and responses for regional science. I then offer original suggestions from a regional scientist’s perspective on what is missing from the “benchmark” macro-model, how financial frictions can be introduced, how behavioral foundations might be modified, how heterogeneity of agents might be captured, and what new stylized facts need to be explained. I proceed to illustrate how several of the suggested changes can be integrated in economy-wide models by drawing on a study of the impacts of monetary policy on consumption by different income groups in Indonesia. I close the paper by posing a number of “big-picture questions” on the implications of the RMTP for economy-wide modelers and regional scientists to ponder and by offering a brief reflection and aspiration.

Using animations in identifying general chemistry students' misconceptions and evaluating their knowledge transfer relating to particle position in physical changes

2015 ◽  
Vol 16 (2) ◽  
pp. 273-282 ◽  
Author(s):  
K. Christopher Smith ◽  
Savannah Villarreal
Keyword(s):  
General Chemistry ◽  
Knowledge Transfer ◽  
Solvent Evaporation ◽  
Phase Changes ◽  
Physical Change ◽  
Chemistry Students ◽  
Particle Position ◽  
Melting Cycle ◽  
Freezing Cycle ◽  
Physical Changes

This article reports on the types of views and misconceptions uncovered after assessing 155 freshman general chemistry students on the concept of particle position during the reversible physical change of melting, using the Melting Cycle Instrument, which illustrates particulate-level representations of a melting–freezing cycle. Animations involving particulate-level representations of phase changes including melting and freezing were viewed and discussed, and the students were assessed a second time, on the concept of particle position during the reversible physical change of dissolving, using the Dissolving Cycle Instrument, which illustrates particulate-level representations of a dissolving-solvent evaporation cycle. Overall, the results of the assessments showed that some misconceptions did remain after viewing and discussing the animations, and that the use of the animations had no effect on the students' views on the movement of particles within the liquid.

scholarly journals Spanish Renaissance High Culture in Soviet Historiography: Interdisciplinary Aspect

2017 ◽  
Vol 6 (5) ◽  
pp. 256
Author(s):  
Alexander A. Zaitsev ◽  
Natalia V. Antonova
Keyword(s):  
Detailed Analysis ◽  
Present Article ◽  
Soviet Period ◽  
High Culture ◽  
Developmental Patterns ◽  
Research Areas ◽  
Renaissance Studies ◽  
The Subject ◽  
Interdisciplinary Interaction ◽  
Soviet Historiography

<p>The tradition of studying Spanish Renaissance in Russia is quite a complicated phenomenon, which requires a detailed analysis. The main questions which arise when referring to the issue are those of developmental patterns and interdisciplinary aspect of the letter. Spanish Renaissance culture is traditionally the subject to scrutiny for historians, philologists and art historians. The present article aims to outline a preliminary picture of interdisciplinary interaction, which gained momentum in the Soviet period of Russian Hispanism. Special attention is paid to the imminent figures of Spanish Renaissance historiography, as well as their ideas and concepts. The evolution of Spanish Renaissance studies is described against the background of the principal research areas. The present paper will be of interest to both intellectual historians and scholars investigating Renaissance and medieval history.</p>

scholarly journals Compreensão textual de artigos originais de pesquisa por graduandos em química

2020 ◽  
Vol 42 ◽  
pp. e8
Author(s):  
Flávia Gabriele Sacchi ◽  
Salete Linhares Queiroz
Keyword(s):  
Oral Presentation ◽  
Text Comprehension ◽  
Scientific Communication ◽  
Research Articles ◽  
Chemistry Students ◽  
Undergraduate Chemistry ◽  
The Subject

Reading and comprehension of research articles (RA) by undergraduate chemistry students provides a greater ability to develop criticism and establish links between scientific contents. Even being such a relevant skill, research on the subject is scarce, especially in the Brazilian context. From this perspective, this paper aims to investigate the text comprehension of RA about the topic of biofuel, extracted from the “Química Nova” journal, by undergraduates from the area, in the context of a scientific communication discipline.  Therefore, we initially analyzed the retextualization carried out by a group of students from RA for corresponding oral presentation, and then established links between retextualization operations and text comprehension. The analysis was based on studies on retextualization operations and text comprehension, from the perspective proposed by Marcuschi.  The results indicated that the development of the oral presentation component slides took place without impairing the communicative purpose established by the RA authors, suggesting the undergraduates understood it.

scholarly journals Concepts and research areas of health pedagogy

2021 ◽  
Vol XII (1 (34)) ◽  
pp. 167-182
Author(s):  
Anna Gaweł
Keyword(s):  
Social Sciences ◽  
Social Health ◽  
Pedagogical Practice ◽  
Research Areas ◽  
Health Goals ◽  
Social Pedagogy ◽  
Theoretical Support ◽  
The Subject ◽  
Pedagogical Literature ◽  
Theoretical Foundations

In pedagogical literature health pedagogy is trated as a subdiscipline of pedagogy, within which the theoretical foundations of modern health education are created. It has theoretical support in classical social pedagogy. The subject of research of health pedagogy is interdisciplinary and it covers issues related to a social health reality, which are analyzed from a pedagogical perspective and on the basis of the assumptions of modern philosophy of health and in connection with the achievements of medical and social sciences in the areas related to the protection and promotion of health. The article presents the formation of the theoretical foundations of pedagogical practice focused on health goals and the concepts and methods of practicing health pedagogy that are emerging today.

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