The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment

2015 ◽  
Author(s):  
Steven McGee ◽  
◽  
Amanda Durik ◽  
Jess Zimmerman ◽  
◽  
...  

A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.

2014 ◽  
Author(s):  
Amanda Durik ◽  
◽  
Steven McGee ◽  
Edward Hansen ◽  
Jennifer Duck ◽  
...  

This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived as more helpful for learning than were narrative readings, but this varied somewhat by initial individual interest. Although the narrative versions did not facilitate situational interest, there was a small effect on individual interest suggesting that learners exposed to narrative readings came to perceive the domain of ecology as a more meaningful discipline than did those exposed to expository readings.


Author(s):  
Tiina Jouppila

Objective: This is a concluding part of an action research study to evaluate the impact on healthcare staff participation in the design of a new intensive care unit (ICU). Staff participated with multiple tools in the design; during the predesign phase utilizing co-design and virtual mock-ups, and also participating in the predesign evaluation (PDE) and postoccupancy evaluation (POE). Both the ICU design and evaluations were based on the principles of evidence-based design studies. Method: Staff satisfaction was evaluated with an online survey comprising 116 statements on 13 different topics used both in PDE and POE. There was space for open-ended comments after each topic. Results: There was a statistically significant difference (<.001) between PDE and POE results. There were considerable improvements in privacy, accessibility, safety and security, and acoustics. It was assumed that participation in the predesign phase would positively influence POE results, but there were no statistical differences in any topics. However, as a result of collaborative predesign phase, the staff was satisfied with these jointly designed patient rooms. Open-ended questions revealed the importance to continue functional and technical support for staff after commissioning and ensure that technical solutions are practical and well-functioning. Conclusion: The use of PDE and POE assists to set predetermined criteria and evaluate the success of design. Healthcare providers should see POE as a valuable part of design and commissioning process. Additionally, the use of POE should be made more effortless and the results more easily accessible to promote increased interest and usage.


Author(s):  
Morteza Bakhtiarvanda

The present study aims to investigate the effect of using online educational tools on science learning among male students in the fifth year of primary school in Shahriyar city. Research method is semi-experimental based on pre-test - post-test design. All male students in the six year of primary school at Shahriyar city in the academic year 2016-17 that 260 of them were selected by random sampling. First, pages from the book of science without the use of educational tools in all classes are taught and filled researcher-made inventory of science learning (reliability of learning inventory using Cronbach's alpha coefficient was calculated and was used to assess the validity of the content from the point of view of primary school teachers and professors and experts). Then other pages of the math book using educational tools in 5 sessions of 30-minute was done supervised by teachers and researchers for all classes. Having the project been completed, researcher-made learning questionnaire was again conducted equal to the first questionnaire for all classes. And to analyze the assumptions, gamma test in agreement tables and non- parametric Spearman correlation test using SPSS software version 20 was conducted. The results showed that the active use of educational tools leads to a significant difference in science learning in students. 


2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Patelia Shraddha ◽  
Dr Rathi Nanda

A little bit of anxiety is normal; in fact, just like salt in the food, it is needed so that we remain disciplined, focused and aspired. The problem starts when this anxiety becomes so persistent as to start interfering with our daily life, and this is where yoga can help. The major aim of this research study was to explore the effect of yoga on educational aspiration and test anxiety of girls at the junior college level. A sample of 60 college going girls (age 17-18 years) was selected purposely from Nagpur, India. Data were collected by using the Educational Aspiration Scale (EAS) by V. P. Sharma and Test Anxiety Scale (TAS) developed by Sarason and Sarason. Student’s paired t-test was applied for data analysis. It was found that a significant difference exists between two groups. Results showed that practice of yoga in a day to day life contributes significant enhancement of educational aspiration and considerable reduction of test anxiety. Therefore, it was concluded that making yoga a part of one’s routine would help students in dealing with test anxiety and improving their aspiration towards education.


2021 ◽  
Vol 8 (Supplement_1) ◽  
pp. S592-S592
Author(s):  
William R Miller ◽  
William R Miller ◽  
Kavindra V Singh ◽  
Cesar A Arias

Abstract Background Enterococci are opportunistic pathogens that can present a therapeutic challenge due to the acquisition of antibiotic resistance. Our previous work has shown the MadRS stress response system plays an important role in defending the enterococcal membrane against daptomycin and antimicrobial peptides (AMP) made by the innate immune system. Strains lacking the MadR response regulator show increased susceptibility to the cathelicidn LL-37 in vitro. A change from alanine to glutamate in the sensor kinase MadS (madSA202E) leads to activation of the system and impaired killing by AMPs. In this study, we evaluated the impact of MadRS function in vivo using a mouse peritonitis model of E. faecalis (Efs) infection. Methods A laboratory strain Efs OG1RF and two derivatives, OG1RFΔmadR and OG1RFmadSA202E were included. Six mice per strain were inoculated via intraperitoneal injection of ~5x108 CFU/mL of bacteria in 50% sterile rat fecal extract, and followed for 96 hours post infection. Difference in survival between strains was determined by Mantel-Cox test. At the time of death, hearts were aseptically removed, fixed in formalin, and embedded in paraffin. Organs were bisected and sectioned, with every 4th section stained with hematoxylin and eosin (8 total sections per animal). Sections were imaged at 40x magnification, the number of lesions for each section was recorded, and lesion size was determined using imageJ. Results There was no difference in median survival between animals infected with OG1RF and OG1RFΔmadR (22.5 v 21 hours, p=0.31), OG1RF and OG1RFmadSA202E (22.5 v 24 hours, p=0.29), or OG1RFΔmadR and OG1RFmadSA202E (21 v 24 hours, p=0.13). There was a significant difference in the number and size of cardiac lesions between the strains. Mice infected with OG1RFmadSA202E had a significantly higher number of cardiac microlesions as compared to those infected with OG1RFΔmadR (Fig 1). The size of the lesions in mice infected with OG1RFmadSA202E was also significantly larger than those in OG1RF wild type (Fig 1). Figure 1. Cardiac microlesions in a mouse peritonitis model of Enterococcus faecalis infection. Mouse hearts were removed at time of animal death, placed in formalin, and embedded in paraffin. Organs were bisected, then sectioned with every 4th section stained with hematoxylin and eosin (H&E, 8 sections per animal). H&E stained sections were imaged at 40x magnification, the number and size of lesions was determined for 48 sections per strain. Representative cardiac microlesions (arrow) are shown for A) E. faecalis OG1RF, B) OG1RFΔmadR and C) OG1RFmadSA202E, scale bar 20 μm. D) The number of microlesions observed in each section, and E) the area of the lesions for each strain are shown above, differences in means were determined with one way ANOVA using Tukey’s test for multiple comparisons. ns, not significant. Conclusion Changes in MadRS did not impact overall survival in mice, but did alter the number and size of cardiac microlesions. Further experiments are needed to determine if these changes could adversely affect therapy or rates of relapse. Disclosures William R. Miller, MD , Entasis Therapeutics (Scientific Research Study Investigator)Merck (Grant/Research Support) William R. Miller, MD , Entasis (Individual(s) Involved: Self): Scientific Research Study Investigator; Merck (Individual(s) Involved: Self): Grant/Research Support Cesar A. Arias, M.D., MSc, Ph.D., FIDSA, Entasis Therapeutics (Grant/Research Support)MeMed Diagnostics (Grant/Research Support)Merk (Grant/Research Support)


2020 ◽  
Vol V (IV) ◽  
pp. 77-87
Author(s):  
Sajid Ali Yousuf Zai ◽  
Fouzia Ajmal ◽  
Saira Nudrat

An experimental study was conducted to find the impact of interactive teaching method on science learning. 70 students from seventh grade were selected to participate in this study. A control group with 35 randomly assigned students was taught by the traditional lecture method, and an experimental group with another 35 students was taught by an interactive teaching method. A pre-test was conducted prior to implementing the intervention to measure the baseline score, while a post-test was administered to measure the impact of the intervention. An ANCOVA (Analysis of Covariance) was used to find the significant difference in science achievement score of students between the traditional teaching method and interactive teaching method after controlling the effect of pretest scores. There was a significant difference in students' science achievement score between students in the traditional teaching group and students in the interactive teaching group, F(2, 67) = 153.47, p <.001n 2 = .82. It was concluded that the interactive teaching method significantly improves student science learning.


2020 ◽  
Vol 2 (1) ◽  
pp. 33-51
Author(s):  
Chia-Yen Hsieh

Students’ interest in science declines substantially in the transition from elementary to secondary education. Using students’ ratings of their instruction on the topic of oxidation-reduction reaction, we examined if changes in instructional practices accounted for differences in situational interest in science imagination instruction and enduring individual interest in science imagination between elementary and secondary school classrooms. Multilevel regression analyses were conducted for a sample of 162 sixth - and 161 seventh-grade gifted classrooms. The use of student experiments, the elicitation of student explanations, and lack of clarity accounted to varying degrees for disparities in science interest between grade levels. The impact of instructional practices on individual interest was mediated by situational interest.


GeroPsych ◽  
2014 ◽  
Vol 27 (4) ◽  
pp. 171-179 ◽  
Author(s):  
Laurence M. Solberg ◽  
Lauren B. Solberg ◽  
Emily N. Peterson

Stress in caregivers may affect the healthcare recipients receive. We examined the impact of stress experienced by 45 adult caregivers of their elderly demented parents. The participants completed a 32-item questionnaire about the impact of experienced stress. The questionnaire also asked about interventions that might help to reduce the impact of stress. After exploratory factor analysis, we reduced the 32-item questionnaire to 13 items. Results indicated that caregivers experienced stress, anxiety, and sadness. Also, emotional, but not financial or professional, well-being was significantly impacted. There was no significant difference between the impact of caregiver stress on members from the sandwich generation and those from the nonsandwich generation. Meeting with a social worker for resource availability was identified most frequently as a potentially helpful intervention for coping with the impact of stress.


2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.


2018 ◽  
Vol 2 (3) ◽  
pp. 336
Author(s):  
Ni Pt Rasni Karwati ◽  
Km Ngurah Wiyasa ◽  
I Kt Ardana

This research aims to determine the significance of the difference in science learning results between the group of fifth-grade students in Gugus I Elementary Schools, North Kuta District, in the school year of 2017/2018, that take lessons with the multimedia-assisted probing-prompting learning model and the group of students that take lessons with the conventional learning. The design of this research is a quasi-experimental research with the nonequivalent control group design. The population of this research are all the fifth-grade students of Gugus I Elementary Schools in North Kuta District that still implement the KTSP, which consists of 10 classes with a total of 339 students. The sampling is conducted using the random sampling technique. The sample in this research are the students of class VB in SD (Elementary School) No.7 Dalung, with 36 students as the experiment group and the students of class VB in SD No.4 Dalung with 28 students as the control group. The data collection is conducted using the test method in the form of the multiple choice objective test. The science learning results are analyzed using the t-test. Based on the average the experiment groups =80,89 > the control group =72,85, which means that the multimedia-assisted probing-prompting learning model has an influence on the science learning result. Based on the hypothesis test, tvalues =4,517> ttable =2,000, with dk=62 and a significance level of 5%. Based on the test criteria, H0 is rejected and Ha is accepted. Thus, it can be interpreted there is a significant difference the science learning result between the group of students that were taught using the multimedia-assisted probing-prompting learning model and the students that were taught using the conventional learning. It can be concluded that the the multimedia-assisted probing-prompting learning model has an influence on the science learning result of the fifth-grade students in Gugus I Elementary School, North Kuta District, in the school year of 2017/2018. Keywords : probing prompting, multimedia, science learning result


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