scholarly journals Are We Aware of What Is Going on in a Student’s Mind? Understanding Wrong Answers about Plant Tropisms and Connection between Student’s Conceptions and Metacognition in Teacher and Learner Minds

2018 ◽  
Vol 8 (4) ◽  
pp. 164
Author(s):  
Ewa Sobieszczuk-Nowicka ◽  
Eliza Rybska ◽  
Joanna Jarmużek ◽  
Małgorzata Adamiec ◽  
Zofia Chyleńska
Keyword(s):  
Teacher Training ◽  
University Students ◽  
Alternative Conceptions ◽  
Sample Survey ◽  
Academic Training ◽  
Biology Students ◽  
Before And After ◽  
Curse Of Knowledge ◽  
Two Stages ◽  
Academic Teacher

Problems with understanding concepts and mechanisms connected to plant movements have been diagnosed among biology students. Alternative conceptions in understanding these phenomena are marginally studied. The diagnosis was based on a sample survey of university students and their lecturers, which was quantitatively and qualitatively exploratory in nature (via a questionnaire). The research was performed in two stages, before and after the lectures and laboratory on plant movements. We diagnosed eight alternative conceptions before the academic training started. After the classes, most were not been verified, and in addition, 12 new conceptions were diagnosed. Additionally, we report that teachers are not aware of students’ possible misunderstandings. They do not perceive students’ troubles with switching between levels of representations, nor their alternative conceptions. A case of “curse of knowledge” was observed and academic teacher training is recommended. Additionally, the need for metacognition as a crucial element in laboratory activities seems supported by our presented results. Such metacognition refers to students as well as teachers, which leads to the conclusion that teachers should be aware of students’ way of thinking and the development of knowledge in one’s own mind.

scholarly journals What are the factors influencing the aversion of students towards reptiles?

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Moacyr Xavier Gomes da Silva ◽  
Franciany Braga-Pereira ◽  
Mikaela Clotilde da Silva ◽  
José Valberto de Oliveira ◽  
Sérgio de Faria Lopes ◽  
...  
Keyword(s):  
Human Society ◽  
Mathematics Students ◽  
Biology Students ◽  
Conservation Policies ◽  
University Mathematics ◽  
Reptile Species ◽  
Before And After ◽  
Paraphyletic Group ◽  
Behavioural Factors ◽  
The University

Abstract Background Reptiles form a paraphyletic group with significant roles for human society, including species that are considered important for food, medicinal and mystical use and as pets. Some species are considered to be aversive, whereas others are captivating among people. Aversion is an important factor which should be considered in the conservation policies of these animals. As such, here, we investigate the demographic, educational, perceptives and behavioural factors of students related to their aversion and non-conservationist attitudes directed towards different reptile species and evaluated the effect of educational exhibition of animals as a strategy of mitigating these attitudes. Methods The data were obtained through forms on the aversion and conservation of reptiles represented by three species, a chelonian, a snake and a lizard. The form was given in two instances, before and after a visit to a private zoo (Museu Vivo Répteis da Caatinga), where the students had contact with the aforementioned species. A total of 133 students participated in the study, among these, 43 from elementary school (21 females and 22 males), 29 from high school (16 females and 13 males), 37 from university biology students (22 females and 15 males) and 24 university mathematics students (6 females and 18 males). Results Among all evaluated species, snakes were considered to be the most aversive species. The aversion attitudes differed between the three evaluated species when correlated to age and type of university courses. However, this pattern did not differ between student sexes. Older students had a lower aversion to the chelonian compared to the younger ones, but for snakes and lizards, the aversion was high among students of all ages. The university biology students had a lower aversion compared to the university mathematics students for the three species. The recognition and handle of the tested species and previous visits to educational exhibitions of animals were negatively related to aversion. The comparative analysis of the forms applied before and after the visit to the Museu Vivo Répteis da Caatinga showed that this visit influenced the decrease of aversion, but not in non-conservationist attitudes, for which the attitude scores had always been low. Conclusions We conclude that reptile aversion varies in accordance with the taxon, being snakes the most disliked by students. The visit to the educational exhibition of animals contributed to the reduction of the observed aversion. This is especially true when the acquisition of educational information about species is associated with practical activities which includes contact with the animals. Finally, the fact that non-conservationist attitudes had been low towards all species perhaps demonstrates a conservationist tendency even for the most aversive species.

scholarly journals Eco-Friendly Fired Brick Produced from Industrial Ash and Natural Clay: A Study of Waste Reuse

Materials ◽  
2021 ◽  
Vol 14 (4) ◽  
pp. 877 ◽  
Author(s):  
Neslihan Doğan-Sağlamtimur ◽  
Ahmet Bilgil ◽  
Magdalena Szechyńska-Hebda ◽  
Sławomir Parzych ◽  
Marek Hebda
Keyword(s):  
Compressive Strength ◽  
Bottom Ash ◽  
Unit Weight ◽  
Waste Reuse ◽  
Industrial Solid Waste ◽  
Second Stage ◽  
Before And After ◽  
Fired Bricks ◽  
Two Stages ◽  
And Storage

Bottom ash (BA) is an industrial solid waste formed by the burning of coal. The environmental problems and storage costs caused by this waste increase with every passing day. In this study, the use of BA as an additive (clay substitute) in fired brick production was investigated. The study consisted of two stages. In the first stage, cylinder blocks were produced from clay used in brick production. The second stage was the examination of the experimental substitution of clay with 10, 20, 30 and 40% BA. Samples were fired at 900, 1000, 1100 and 1150 °C to produce fired brick samples. The unit weight, compressive strength (before and after freeze–thawing) and water absorption were analyzed for the samples. The unit weight values decreased in the samples containing BA. The mechanical properties met the conditions prescribed in the relevant standards; i.e., all of the samples fired at 1100 and 1150 °C had a sufficient compressive strength over 20 MPa. The high potential of fired bricks for the construction industry was proved. BA can be used as a clay substitute, while the developed protocol can be used to effectively produce fired bricks.

University Biology and Music Majors' Emotional Ratings of Musical Stimuli and Their Physiological Correlates of Heart, Rate, Finger Temperature, and Blood Pressure

1994 ◽  
Vol 79 (3) ◽  
pp. 1391-1397 ◽  
Author(s):  
Sherman D. Vanderark ◽  
Daniel Ely
Keyword(s):  
Blood Pressure ◽  
Heart Rate ◽  
Physiological Responses ◽  
Anechoic Chamber ◽  
Music Majors ◽  
Finger Temperature ◽  
Biology Students ◽  
Before And After ◽  
Experimental Group

Physiological responses associated with the ratings of musical stimuli were investigated. For 101 university music and biology students in the experimental group, heart rate, blood pressure, and finger temperature were measured before and after listening to about 10 min. of music (Venus and Jupiter from Holst's The Planets) in an anechoic chamber. They also served as their own controls by sitting in silence for about 10 min. No significant differences were found on the three measures for the two musical stimuli between the musical or control conditions or between the two majors.

Organisational and training factors affecting academic teacher training outcomes

2016 ◽  
Vol 21 (2) ◽  
pp. 219-231 ◽  
Author(s):  
Ana-Inés Renta-Davids ◽  
José-Miguel Jiménez-González ◽  
Manel Fandos-Garrido ◽  
Ángel-Pío González-Soto
Keyword(s):  
Teacher Training ◽  
Training Outcomes ◽  
Factors Affecting ◽  
And Training ◽  
Academic Teacher

Effects of choral singing on salivary cortisol levels and self-reported stress in university students

2021 ◽  
Vol 13 (4) ◽  
Author(s):  
Gunnar Glauco De Cunto Carelli Taets ◽  
Ramon Werner Heringer Gutierrez ◽  
Leila Brito Bergold ◽  
Luana Silva Monteiro
Keyword(s):  
University Students ◽  
Salivary Cortisol ◽  
Health Issues ◽  
Group Approach ◽  
Choral Singing ◽  
Before And After ◽  
Quasi Experimental ◽  
Potential Impact ◽  
Cortisol Levels

Although mental disorders are common among university students, the majority of students with mental health issues do not seek out treatment during their academic life. The aim of this study was to evaluate the effects of a novel group approach- choir singing, and its potential impact on stress, via salivary cortisol levels and self-reported stress levels in university students during 4 sessions of choir singing. It was based on a quasi-experimental research conducted with 25 Brazilian university students. Each choir singing session lasted 60 minutes. A question was asked before and after the intervention: what is the level of your stress? Salivary cortisol was collected before and after the intervention. After the choir singing intervention, there was  a statistically significant reduction in self-reported stress (p<0.0001) and salivary cortisol levels (p<0.0001). This research suggests that choir singing can reduce the self-reported stress of university students after 4 weeks of follow-up with ∆= 45.83% and salivary cortisol levels in the first week with ∆= 3.57%.

scholarly journals Representações do conceito de Ecologia: análise de livros didáticos e concepção de alunos de Ciencias Biológicas

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Liduina Lima Pires Barbosa ◽  
Andréa Pereira Silveira
Keyword(s):  
Biological Sciences ◽  
University Students ◽  
Primary Schools ◽  
Basic Education ◽  
Point Of View ◽  
State University ◽  
Environmental Sciences ◽  
Biology Students ◽  
Faculty Of Education ◽  
Definition Of

Resumo: A Ecologia é uma ciência que possui diferentes definições, sendo as mais utilizadas as de Haeckel e Krebs, contrastantes do ponto de vista temporal e conceitual. Por isso propomos: i) registrar as definições de Ecologia presentes nos livros didáticos utilizados na Universidade Estadual do Ceará, Faculdade de Educação de Itapipoca UECE/FACEDI e nas escolas do ensino básico de Itapipoca-Ceará e ii) acessar as representações do termo Ecologia partilhada pelos discentes de Biologia da FACEDI que já cursaram as disciplinas de Ecologia e aqueles que ainda não as cursaram. Com uma abordagem quanti-qualitativa descritiva documental, analisamos 35 livros, 15 universitários e 20 livros do ensino básico. Para verificar quais conceitos são compreendidos pelos licenciandos utilizamos um questionário, respondido por 97 estudantes universitários e analisado pelo método de análise conteúdo. Registramos que a maioria dos livros (27) trazia apenas a definição de Haeckel e utilizavam o termo Ecologia como sinônimo de Ciências Ambientais; apenas sete livros traziam as duas definições e um trazia apenas o conceito de Krebs. Esses dados demonstram que a definição de Krebs é menos difundida do que a de Haeckel, e isso se soma a uma limitação conceitual ao considerar Ecologia como sinônimo de Ciências Ambientais, embora ambas tenham escopo distintos. Registramos também que as percepções de Ecologia partilhada pelos alunos estão mais próximas da definição de Haeckel. Concluímos que a inconsistência conceitual amplamente difundida nos livros didáticos é também partilhada pelos alunos, especialmente aqueles que ainda não cursaram as disciplinas de Ecologia.Palavras-Chave: Ensino de Ecologia. Transposição Didática. Haeckel. Krebs.  REPRESENTATIONS OF THE CONCEPT OF ECOLOGY: ANALYSIS OF DIDACTIC BOOKS AND CONCEPTION OF STUDENTS OF BIOLOGICAL SCIENCES Abstract: Ecology is a science that has different definitions the most used are those of Haeckel and Krebs, contrasting from a temporal and conceptual point of view. Therefore, we propose to: i) record the definitions of ecology present in the textbooks used at the State University of Ceara, the Faculty of Education of Itapipoca UECE/FACEDI and at the primary schools of Itapipoca-Ceara and ii) access the representations of the term Shared Ecology by the FACEDI Biology students who have already studied Ecology and those who have not yet studied them. With a descriptive quantitative-qualitative approach, we analyzed 35 books, 15 university students and 20 books of basic education. To verify which concepts are understood by the licensees we use a questionnaire, answered by 97 university students and analyzed by the content analysis method. We note that most of the books (27) contained only Haeckel's definition and used the term Ecology as synonymous with Environmental Sciences; Only seven books had the two definitions and only one contains only Krebs. These data demonstrate that the definition of Krebs is less widespread than that of Haeckel, and this adds to a conceptual limitation when considering Ecology as synonymous with Environmental Sciences, although both have a different scope. We also note that the perceptions of Ecology shared by students are closer to Haeckel's definition. We conclude that the conceptual inconsistency widely diffused in textbooks is also shared by the students, especially those who have not yet studied the subjects of Ecology.Keywords: Teaching Ecology. Didactic Transposition. Haeckel. Krebs.

scholarly journals Alternativas para reflexionar aspectos críticos de la ciencia en el aula-Alternatives to Reflect on Critical Aspects of Science in the Classroom

2015 ◽  
Vol 2 (22) ◽  
pp. 31
Author(s):  
Jordi Solbes-Matarredona ◽  
Nidia Yaneth Torres-Merchán
Keyword(s):  
Critical Thinking ◽  
Teacher Training ◽  
University Students ◽  
Social Issues ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Training Students ◽  
Critical Aspects ◽  
Formación Docente ◽  
Estudiantes Universitarios

Este artículo forma parte de una investigación sobre el uso de cuestiones socio-científicas a fin de promover las competencias para el pensamiento crítico en estudiantes universitarios. La primera parte presenta las apreciaciones de un grupo de estudiantes en formación docente acerca de la criticidad de la ciencia y lo que entienden por ciencia crítica. También, se presenta y se discute sobre las experiencias de algunos investigadores perseguidos debido a sus contribuciones científicas, ya que tuvieron implicaciones sociales, o cuestiones sociocientíficas.Alternatives to Reflect on Critical Aspects of Science in the ClassroomThis paper is part of a research about the use of scientific-social issues to promote critical thinking skills in university students. The first part presents the considerations of a group of teacher training students about the criticality of science and what they understand about critical science. It also presents and discusses the experiences of some researchers who were persecuted because of their scientific contributions with social implications or scientific social issues.Alternativas para refletir aspectos críticos da ciência na sala de aulaEste artigo é parte de uma investigação sobre o uso de questões sociais científicos, para promover habilidades de pensamento crítico dos estudantes da universidade. A primeira parte apresenta os motivos que levaram um grupo de estudantes de formação de professores sobre a criticidade da ciência e o que eles querem dizer com uma ciência crítica. Ele também apresenta e discute alguns investigadores perseguidos por suas contribuições científicas para implicações sociais ou questões sociais científicos. 

scholarly journals Impact of an Online Sleep and Circadian Education Program on University Students’ Sleep Knowledge, Attitudes, and Behaviours

2021 ◽  
Vol 18 (19) ◽  
pp. 10180
Author(s):  
Caitlin R. Semsarian ◽  
Gabrielle Rigney ◽  
Peter A. Cistulli ◽  
Yu Sun Bin
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Stages Of Change ◽  
Behavioural Change ◽  
Poor Sleep ◽  
Course Grades ◽  
Before And After ◽  
Students Attitudes ◽  
The Impact

University students consistently report poor sleep. We conducted a before-and-after study to evaluate the impact of an online 10-week course on undergraduate students’ sleep knowledge, attitudes, and behaviours at 6-month follow-up. Data were collected via baseline course surveys (August–September 2020) and follow-up surveys distributed via email (February–March 2021). n = 212 students completed baseline surveys and n = 75 (35%) completed follow-up. Students retained to follow-up possessed higher baseline sleep knowledge and received higher course grades. At the 6-month follow-up, sleep knowledge had increased (mean score out of 5: 3.0 vs. 4.2, p < 0.001). At baseline, 85% of students aimed to increase their sleep knowledge and 83% aimed to improve their sleep. At follow-up, 91% reported being more knowledgeable and 37% reported improved sleep. A novel Stages of Change item revealed that 53% of students’ attitudes towards their sleep behaviours had changed from baseline. There was a reduction in sleep latency at follow-up (mean 33.3 vs. 25.6 min, p = 0.015), but no change in the total Pittsburgh Sleep Quality Index score. In summary, completion of an online course led to increased sleep and circadian knowledge and changed sleep attitudes, with no meaningful change in sleep behaviours. Future interventions should consider components of behavioural change that go beyond the knowledge–attitudes–behaviour continuum.

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