scholarly journals ENHANCING PEDAGOGY WITH CONTEXT AND PARTNERSHIPS: SCIENCE IN HAND

2013 ◽  
Vol 54 (1) ◽  
pp. 7-13
Author(s):  
Andrea Burrows ◽  
Gabriel Wickizer ◽  
Helen Meyer ◽  
Mike Borowczak
Keyword(s):  
Student Engagement ◽  
Real World ◽  
Dynamic Equilibrium ◽  
Context Learning ◽  
Core Content ◽  
Career Opportunities ◽  
The Usa ◽  
Stem Students ◽  
And Mathematics ◽  
K 12

Two activities, one on heat/work and one on dynamic equilibrium, are described for three high school classes (n=55) in the USA. The curriculum addressed showcases strategies to use with science, technology, engineering, and mathematics (STEM) students. The two lessons described follow the context ACS method (Application, Career opportunities, and Societal impact). ACS, or real-world context application, relies on a strong foundation of teaching concepts while developing enhanced learning experiences for K-12 students. The research described probes the problem of student engagement and content learning in STEM coursework and provides evidence for the potential of utilizing context ACS. The activities demonstrate how to use ACS to maximize student engagement and emphasize formative assessment during lesson implementation. Analysis of the data shows that students exposed to ACS lessons drawing from partnerships to connect real-world applications to core content make gains of 17% in aggregate. Key words: context learning, engineering, partnerships, science education, STEM education.

scholarly journals Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”

2021 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Andrea C. Burrows ◽  
Mike Borowczak ◽  
Adam Myers ◽  
Andria C. Schwortz ◽  
Courtney McKim
Keyword(s):  
Professional Learning ◽  
Social Constructionism ◽  
Teacher Professional Learning ◽  
Authentic Science ◽  
Learning And Development ◽  
Integrated Stem ◽  
The Usa ◽  
Teacher Professional ◽  
And Mathematics ◽  
K 12

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.

Fostering Persistence in Science, Technology, Engineering, and Mathematics (STEM): Creating an Equitable Environment That Addresses the Needs of Undergraduate Students

2022 ◽  
pp. 152102512110735
Author(s):  
Jennifer Louten
Keyword(s):  
Social Support ◽  
Student Retention ◽  
Undergraduate Students ◽  
Real World ◽  
Hispanic Students ◽  
Critical Issue ◽  
Degree Programs ◽  
Science Technology ◽  
Stem Students ◽  
And Mathematics

Student retention is a critical issue for universities, and nearly half of the students who start degree programs in science, technology, engineering, and mathematics (STEM) do not complete them. The current study tracks the progress of STEM students taking part in an entry-to-graduation program designed to build community, provide academic and social support, and promote engagement in academically purposeful activities. Although it had no effect on the number of students who changed their major, the program more than doubled the number of students who graduated in their original major. Black or Hispanic students taking part in the program also graduated at twice the rate of comparator students, largely attributable to the success of women in these groups. The results provide needed real-world insights into how to create an equitable environment that promotes the persistence and graduation of students, including those from groups historically underrepresented in STEM.

Hands-On Activities to Keep Students With Disabilities Engaged in K-12 Classrooms

2019 ◽  
pp. 185-211
Author(s):  
Pankaj Khazanchi ◽  
Rashmi Khazanchi
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Students With Disabilities ◽  
Real World ◽  
Project Based Learning ◽  
Classroom Teachers ◽  
Inclusion Classrooms ◽  
Hands On ◽  
K 12

The central aim of this chapter is to identify the best practices in hands-on activities to keep students with disabilities engaged in K-12 classrooms. With diversity being a key component in today's classroom, teachers struggle in devising strategies to keep students with disabilities stay engaged. Improving student's learning by keeping them engaged is vital for our nation's competitiveness. Studies have shown the role of hands-on activities in improving engagement of students with disabilities. This chapter will define student engagement and will highlight some of the causes of student disengagement in classroom, relationship between hands-on activities and student engagement, need of hands-on activities/project-based learning in 21st century classrooms, creative ways to implement hands-on activities, connecting hands-on activities with the real-world situations, creating hands-on activities for students with disabilities in self-contained and inclusion classrooms, and matching students' interest and learning styles when developing hands-on activities.

Hands-On Activities to Keep Students With Disabilities Engaged in K-12 Classrooms

2022 ◽  
pp. 1154-1180
Author(s):  
Pankaj Khazanchi ◽  
Rashmi Khazanchi
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Students With Disabilities ◽  
Real World ◽  
Project Based Learning ◽  
Classroom Teachers ◽  
Inclusion Classrooms ◽  
Hands On ◽  
K 12

The central aim of this chapter is to identify the best practices in hands-on activities to keep students with disabilities engaged in K-12 classrooms. With diversity being a key component in today's classroom, teachers struggle in devising strategies to keep students with disabilities stay engaged. Improving student's learning by keeping them engaged is vital for our nation's competitiveness. Studies have shown the role of hands-on activities in improving engagement of students with disabilities. This chapter will define student engagement and will highlight some of the causes of student disengagement in classroom, relationship between hands-on activities and student engagement, need of hands-on activities/project-based learning in 21st century classrooms, creative ways to implement hands-on activities, connecting hands-on activities with the real-world situations, creating hands-on activities for students with disabilities in self-contained and inclusion classrooms, and matching students' interest and learning styles when developing hands-on activities.

scholarly journals Student Engagement in Mathematics Flipped Classrooms: Implications of Journal Publications From 2011 to 2020

2021 ◽  
Vol 12 ◽  
Author(s):  
Chung Kwan Lo ◽  
Khe Foon Hew
Keyword(s):  
Student Engagement ◽  
Mathematics Anxiety ◽  
Classroom Practice ◽  
Flipped Classroom ◽  
Self Regulation ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
The Sustainable Development ◽  
And Mathematics ◽  
K 12

Mathematics is one of the core STEM (science, technology, engineering, and mathematics) subject disciplines. Engaging students in learning mathematics helps retain students in STEM fields and thus contributes to the sustainable development of society. To increase student engagement, some mathematics instructors have redesigned their courses using the flipped classroom approach. In this review, we examined the results of comparative studies published between 2011 and 2020 to summarize the effects of this instructional approach (vs. traditional lecturing) on students’ behavioral, emotional, and cognitive engagement with mathematics courses. Thirty-three articles in K–12 and higher education contexts were included for analysis. The results suggest that the use of the flipped classroom approach may increase some aspects of behavioral engagement (e.g., interaction and attention/participation), emotional engagement (e.g., course satisfaction), and cognitive engagement (e.g., understanding of mathematics). However, we discovered that several aspects (e.g., students’ attendance, mathematics anxiety, and self-regulation) of student engagement have not been thoroughly explored and are worthy of further study. The results of this review have important implications for future flipped classroom practice (e.g., engaging students in solving real-world problems), and for research on student engagement (e.g., using more objective measures, such as classroom observation) in mathematics education.

Fr201 PERSISTENCE OF ABNORMAL ENDOSCOPY AND BIOPSY FINDINGS IN PATIENTS WITH EOSINOPHILIC ESOPHAGITIS IN A REAL-WORLD SETTING IN THE USA

2021 ◽  
Vol 160 (6) ◽  
pp. S-263-S-264
Author(s):  
Olulade Ayodele ◽  
Rohan C. Parikh ◽  
Elizabeth Esterberg ◽  
Mayank Ajmera ◽  
Bridgett Goodwin ◽  
...  
Keyword(s):  
Eosinophilic Esophagitis ◽  
Real World ◽  
Real World Setting ◽  
The Usa

Pesticides in Honey Bee Colonies: establishing a baseline for real world exposure over seven years in the USA

2021 ◽  
pp. 116566
Author(s):  
Kirsten S. Traynor ◽  
Simone Tosi ◽  
Karen Rennich ◽  
Nathalie Steinhauer ◽  
Eva Forsgren ◽  
...  
Keyword(s):  
Honey Bee ◽  
Real World ◽  
The Usa ◽  
Bee Colonies

scholarly journals Real-World Patterns and Implications of Short-Acting Beta2-Agonist Use in Patients with Asthma in the USA

2021 ◽  
Author(s):  
Njira Lugogo ◽  
Ileen Gilbert ◽  
Joseph Tkacz ◽  
Hitesh Gandhi ◽  
Nadia Goshi ◽  
...  
Keyword(s):  
Real World ◽  
Short Acting ◽  
The Usa ◽  
Beta2 Agonist

scholarly journals Analysis of University STEM Students’ Mathematical, Linguistic, Rhetorical–Organizational Assignment Errors

2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
María-José Arévalo ◽  
María Asun Cantera ◽  
Vanessa García-Marina ◽  
Marian Alves-Castro
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Writing Skills ◽  
Mathematics Students ◽  
Educational Design ◽  
Science Technology ◽  
Communicative Strategies ◽  
Precise Diagnosis ◽  
Stem Students ◽  
And Mathematics

Although Error Analysis (EA) has been broadly used in Foreign Language and Mother Tongue learning contexts, it has not been applied in the field of engineering and by STEM (Science, Technology, Engineering, and Mathematics) students in a systematic way. In this interdisciplinary pilot study, we applied the EA methodology to a wide corpus of exercises and essays written by third-year students of mechanical engineering, with the main purpose of achieving a precise diagnosis of the students’ strengths and weaknesses in writing skills. For the analysis to be as exhaustive as possible, the errors were typologized into three main categories (linguistic, mathematical, and rhetorical–organizational), each of which is, in turn, subdivided into 15 items. The results show that the predominant errors are rhetorical–organizational (39%) and linguistic (38%). The application of EA permits the precise identification of the areas of improvement and the subsequent implementation of an educational design that allows STEM students to improve their communicative strategies, especially those related to the writing skills and, more precisely, those having to do with the optimal use of syntax, punctuation, rhetorical structure of the text, and mathematical coherence.

scholarly journals Coadministration of tizanidine and ciprofloxacin: a retrospective analysis of the WHO pharmacovigilance database

2021 ◽  
Author(s):  
Annette Rudolph ◽  
Hendrike Dahmke ◽  
Hugo Kupferschmidt ◽  
Andrea Burden ◽  
Stefan Weiler
Keyword(s):  
Real World ◽  
Safety Issue ◽  
Demographic Data ◽  
Fatal Outcome ◽  
Individual Case ◽  
World Health ◽  
Global Database ◽  
The Usa ◽  
Pharmacovigilance Database ◽  
The Impact

Abstract Purpose Tizanidine, an alpha-adrenergic substance with antinociceptive and antihypertensive effects, is extensively metabolized via cytochrome P450 (CYP) 1A2. Therefore, coadministration with potent CYP1A2 inhibitors, such as ciprofloxacin, is contraindicated. However, both drugs are broadly utilized in various countries. Their concomitant use bears an inherent high risk for clinically significant symptoms, especially in multimorbid patients experiencing polypharmacy. This study aims to investigate the impact of coadministration of tizanidine and ciprofloxacin using real-world pharmacovigilance data and to raise awareness of this potentially underestimated safety issue. Methods We conducted a retrospective study including Individual Case Safety Reports (ICSR) registered until March 1, 2017, in the World Health Organization (WHO) global database. Demographic data, drug administration information, the course of the adverse drug reaction (ADR), its severity, and outcomes were analyzed for cases reporting ciprofloxacin comedication. Results In 91 (2.0%) of the identified 4192 worldwide ICSR on tizanidine, coadministration of ciprofloxacin was reported. Most of the patients were female (n = 59, 64.8%) with a median age of 54 years (range 13–85 years). The countries contributing most reports were the USA (n = 54, 59.3%) and Switzerland (n = 16, 17.6%). ADRs reported most often affected the nervous system and the cardiac function, especially with large tizanidine doses or drugs with CNS and cardiovascular depressant effects. In two cases, a fatal outcome was reported. Conclusion Despite the existing formal contraindication, the concomitant use of tizanidine and ciprofloxacin can be observed in real-world clinical practice. Reactions mainly affected the central nervous and the cardiovascular system resulting in potentially severe adverse effects. The concomitant use of tizanidine and ciprofloxacin should absolutely be avoided.

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