Educational Resources for EPN24 Planetary Field Analogue Sites

2021 ◽  
Author(s):  
Tony Thompson
Keyword(s):  
Lesson Plan ◽  
Free Access ◽  
Field Site ◽  
Horizon 2020 ◽  
Icy Moons ◽  
Tinto River ◽  
Salt Pans ◽  
Laboratory Facilities ◽  
Subject Areas ◽  
Classroom Lesson

<p>The Europlanet 2024 Research Infrastructure (RI) provides free access to the world’s largest collection of planetary simulation and analysis facilities. The project is funded through the European Commission’s Horizon 2020 programme and runs for four years from February 2020 until January 2024. The Transnational Access (TA) programme supports all travel and local accommodation costs for European and international researchers to visit over 40 laboratory facilities and 6 Planetary Field Analogues (PFA) [1].</p> <p>As part of the education and inspiration tasks associated with Europlanet 2024 RI, we have produced classroom resources aimed at age 10-14 year olds relating the conditions found within the PFA sites to astrobiology and the habitability of Mars.</p> <p>These resources have been produced around all PFA sites:</p> <ul> <li>Rio Tinto River (Spain)</li> <li>Iceland Field Sites (Iceland)</li> <li>Danakil Depression (Ethiopia)</li> <li>Kangerlussuaq Field Site (Greenland)</li> <li>Makgadikgadi Salt Pans (Botswana)</li> <li>Andes (Argentina)</li> </ul> <p>These resources link in with common areas found in worldwide STEM curriculums, such as volcanism, pressure, pH and evaporation. To achieve this, we have filmed lab-based demonstrations and included them in a classroom lesson plan alongside teachers' notes. In addition, each lesson plan focuses on how the conditions of the PFAs could affect the habitability of Mars.</p> <p>An Italian version of the resources has been produced by EduINAF with the addition of brief video-lessons.  English versions were released on a weekly basis from mid-March through April with opportunities for training sessions to support teachers wishing to engage with these resources.</p> <p>Following studies such as Salimpour et al 2020 [2], highlighting the extent to which astronomy has been incorporated into school curriculums, we have chosen to highlight three subject areas with lower representation in high schools into our resources: physics, space exploration and astrobiology.</p> <p>As these analogue sites can be linked to more planetary bodies than just Mars, our next steps are to create similar resources based around the habitability of the icy moons of the Solar System.</p>

Exploring Applications for Using Video Podcasts in Online Learning

2014 ◽  
Vol 4 (2) ◽  
pp. 64-77 ◽  
Author(s):  
Robin H. Kay
Keyword(s):  
Online Learning ◽  
Lesson Plan ◽  
Worked Examples ◽  
Learning Goals ◽  
Summative Evaluation ◽  
Online Learning Environment ◽  
Community Based ◽  
Wide Range ◽  
Subject Areas ◽  
Video Podcast

The purpose of this paper was to explore research-based applications for using video podcasts in an online learning environment. Five key video podcast uses were examined including administration, instruction, student assignments, feedback, and community. Administrative video podcasts provide course information on areas such as learning goals, lesson plan instructions, course policies, and homework or assignment expectations. Instruction-based video podcasts present short summaries or worked examples for teaching specific concepts. Student assignment video podcasts offer a creative way for students to demonstrate a variety of skills in a wide range of subject areas. Feedback-based video podcasts provide formative guidance to students about their progress or summative evaluation for assignments they complete. Finally, community-based video podcasts help build instructor-to-peer and peer-to-peer connections within an online learning course. Future exploration on the design of video podcasts, regardless of the application used, is discussed.

scholarly journals Harnessing the Use of OERS in Teacher Education

2020 ◽  
Vol 8 (1) ◽  
pp. 74-84
Author(s):  
Catie E. Carlson ◽  
Michelle L. Meadows
Keyword(s):  
Teacher Education ◽  
Survey Data ◽  
Teaching And Learning ◽  
Clinical Course ◽  
Lesson Plan ◽  
Field Experiences ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Before And After ◽  
Subject Areas

Open educational resources (OERs) are used by teachers to help find resources to integrate into their classroom and find resources for teaching and learning (UNESCO, 2019). The purpose of this study was to investigate the OERs that pre-service teachers (PSTs) used within their field experiences during one semester in a clinical course. To address the purpose of this study, the researchers collected survey data and lesson plans before and after conducting two OER lesson plan trainings. Findings suggest PSTs may benefit from learning about OER resources, how to use them when planning lessons, and how to cite them properly in lessons within all subject areas. 

scholarly journals Evaluation of a semi-quantitative method for rapid screening of plant phenolic content

1981 ◽  
Vol 11 (4) ◽  
pp. 801-808
Author(s):  
Anthony B. Anderson ◽  
Theodore V. St. John
Keyword(s):  
Plant Material ◽  
Quantitative Method ◽  
Phenolic Content ◽  
Rapid Screening ◽  
Paper Strip ◽  
Field Site ◽  
Preliminary Screening ◽  
Laboratory Facilities ◽  
Conventional Extraction ◽  
Short Time

Abstract A rapid method for screening phenolic content in leaves is described and evaluated. The method is based on a treated paper strip that is squeezed around a leaf with pilars. Weaknesses of the method are some subjectivity, lack of precision, and apparent insensitivity to phenolics present as glycosides. Strengths include its speed and independence of laboratory facilities. Immediate testing of leaves following detachment appears to be essential. The crude extraction in the field compares favorably with a more conventional extraction technique. The method is recommended for use in preliminary screening of plant material when a large number of species must te examined within a short time and when laboratory facilities are not available at the field site.

scholarly journals Open Access

Communication ◽  
2020 ◽  
Author(s):  
Stewart Baker
Keyword(s):  
Open Access ◽  
Information Science ◽  
Publishing Industry ◽  
Open Access Publishing ◽  
Library And Information Science ◽  
Free Access ◽  
Journal Articles ◽  
Scholarly Communications ◽  
Subject Areas ◽  
Number Of Citations

Put simply, “open access” is the sharing of scholarly research at no cost to end users. Although it was first popularized in the Budapest, Bethesda, and Berlin statements in 2002 and 2003, there is still no universally agreed-upon definition for the term. At a minimum, a work must be freely available at no cost. Most proponents agree, additionally, that work must be released under a license that allows for it to be freely copied, used, and modified to qualify as open access. Although open access typically refers to scholarly journal articles, it can also be applied to monographs, gray literature, and other types of scholarly and nonscholarly work. Research is made available as open access in a number of ways. The two main models are “green” open access, where published works are placed in a free-to-access repository, and “gold” open access, where journals publish articles under a license that allows readers free access to their contents. In the nearly twenty years since the first open access declarations, its proponents have been broadly successful in propagating the movement’s ideals, with the result that more and more research in many subject areas has been made available under a green, gold, or other open access model. Many studies have shown that publishing a work as open access increases the number of citations it receives and improves its scores on a variety of metrics, although not all studies show a positive relationship. The growing support for open access, and upcoming initiatives like Plan S, in which a consortium of funders will require open access publishing as a condition of receiving funding, as well as continuing interest in open access from scholars, libraries, publishers, funders, and societies alike, means that open access is set to become ever more relevant to those studying scholarly communications, and research on the topic continues to grow accordingly. Research about open access is often practical in nature, and typically comes from scholars and researchers of scholarly communication, the publishing industry, or library and information science; however, because the benefits of open access apply to those in nearly all fields of study, researchers should be prepared to find studies and proponents that are interdisciplinary in nature or are published in journals outside of the sphere of communications.

scholarly journals Meningkatkan Prestasi Belajar Ilmu Pengetahuan Alam Dengan Pendekatan Contextual Teaching And Learning (CTL) Siswa Kelas4 SDNKarawangKulonIKabupatenKarawang

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Tia Latifatu Sadiah
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Natural Sciences ◽  
Learning Activities ◽  
Major Subject ◽  
Subject Areas ◽  
Contextual Teaching ◽  
Teaching Pattern ◽  
Class Teacher

Abstrak Salah satu tugas seorang guru adalah menyelenggarakan kegiatan belajar mengajar, didalamnya guru mempunyai tugas mengajar. Oleh karena itu guru hendaknya menguasai seluruh bidang studi, termasuk matematika. Di SDN Karawang Kulon I seorang guru merangkap sebagai guru kelas Semua mata pelajaran pokok diajarkan oleh satu guru. Akibatnya guru di SDN Karawang Kulon I belum dapat menguasai seluruh bidang studi pokok dengan baik, termasuk Ilmu Pengetahuan Alam. Ilmu Pengetahuan Alam memegang peranan penting dalam pendidikan masyarakat baik sebagai objek langsung (fakta, keterampilan, konsep, prinsip) maupun objek tak langsung (bersikap kritis, logis, tekun, mampu memecahkan masalah, dan lain-lain). Selain sebagai ilmu pengetahuan, IPA juga sebagai alat maupun sebagai pembentuk sikap yang diharapkan. Di SDN Karawang Kulon I, IPA menjadi mata pelajaran yang kurang diperhatikan oleh sebagian guru. Hal ini terbukti ketika proses pembelajaran guru tampak kurang antusias dalam menyampaikan materi. Dalam kegiatan pembelajaran di SDN Karawang Kulon I, sebelum menjalankan kegiatan belajar mengajar IPA di kelas 4, guru melakukan persiapan yaitu menyusun rencana pelaksanaan pembelajaran (RPP) dan menyiapkan berbagai bahan pelajaran yang diperlukan. Berdasarkan uraian di atas, guru mencoba mencari jalan keluar dengan merubah pola mengajarnya seperti dengan menerapkan pendekatan yang 6 sesuai dengan sub pokok bahasan yang sedang dipelajari, misalnya dengan penerapan pendekatan Contextual Teaching and Learning (CTL). Abstract: One of the tasks of a teacher is to organize teaching and learning activities, in which the teacher has a teaching assignment. Therefore the teacher should master all fields of study, including mathematics. At Karawang Kulon I Elementary School a teacher concurrently as a class teacher All the main subjects are taught by one teacher. As a result, the teachers at the Karawang Kulon I Elementary School have not been able to master all major subject areas, including Natural Sciences. Natural Science plays an important role in public education both as a direct object (facts, skills, concepts, principles) and indirect objects (being critical, logical, diligent, able to solve problems, etc.). Aside from being a science, science is also a tool as well as an expected form of attitude. In Karawang Kulon I Elementary School, Natural Sciences became a subject that was not noticed by some teachers. This is evident when the teacher's learning process seems less enthusiastic in delivering the material. In the learning activities at Karawang Kulon I Elementary School, before carrying out science teaching and learning activities in grade 4, the teacher made preparations, namely preparing a lesson plan (RPP) and preparing various lesson materials needed. Based on the description above, the teacher tries to find a way out by changing his teaching pattern such as by applying the 6 approach in accordance with the sub-subject being studied, for example by applying the Contextual Teaching and Learning(CTL) approach. Keywords: Learning Achievement. CTL Approach

scholarly journals UiT’s researcher attitudes and practices towards Open Access: With focus on the University Repository, Munin

2016 ◽  
Author(s):  
Mbachi Msomphora ◽  
Leif Longva
Keyword(s):  
Open Access ◽  
The Arctic ◽  
Research Articles ◽  
Free Access ◽  
Research Results ◽  
Horizon 2020 ◽  
Open Access Publication ◽  
Attitudes And Practices ◽  
New Guidelines ◽  
Article Processing Charges

Open access targets at enabling anyone who has access to the internet to have access, read and use scientific documents, such as articles. In line with Horizon 2020’s new guidelines that open access publication of research results is an obligation, UiT The Arctic University of Norway aims to be an institution advancing free scholarly information and knowledge about how to find it, read it and use it. Through the open repository called Munin, UiT has since 2006 made, as much as possible, the scholarly documents produced by its researchers and graduate students openly available. Free access to scholarly information is one of the university's strategic goals, and researchers are recommended to save the files of their research articles to be openly available.The objective of this study is to find out researcher’s attitudes at the UiT The Arctic University of Norway regarding Open Access of research articles. Specifically, the study investigates the researchers’ attitudes, especially when it comes to archiving final drafts of their accepted manuscripts or journal articles in Munin, including their perceptions towards open access publication. Such information was mainly obtained through a survey questionnaire addressed to all researchers at UiT. For triangulation purposes, literature archives, record, reports and other publication documents were also used. SPSS statistical package was used for data analysis.Preliminary results shows that 93% of the researchers at UiT support OA publication principles, but only 46% are currently submitting to the OA university repository, Munin. Researchers indicate that the majority either do not know Munin well (60%) or they do not know it at all (12%). This portrays a need for information and clarification of what Munin is all about and processes for making the produced scholarly documents available openly. Already, 74.5% of the UiT researchers indicate willingness to archive their final draft in Munin. This implies that the output is already there and what is required is to sensitising researchers on why, who and how their research should be published openly in Munin, while making clear to them who’s responsibility it is to check the archiving permission; a point many researchers indicate being ignorant of. There is need to make available, in the Library information-desk, the information about how to publish and access the documents in Munin. In so doing, OA principles are encouraged, but it also acts as a means through which the quality of research is enhanced. And thereby also encouraging and supporting EU Horizon 2020 current projects, where the funding comes with strict rules in order to secure free sharing of research results and open access. As Msomphora (2016) notes, open access allow research results to be transparent, meaning that secrecy should be avoided in order to permit criticism of the knowledge produced. But, more so, it enhances global availability of quality knowledge, even in developing countries, and that taxpayers are able to get value for money. However, certain researchers criticise open access publication because it tends to discriminate against authors who cannot afford the article processing charges. Not everyone have the support of their institution as the UiT researchers have. Therefore, through the current survey and documented literature, this study produces arguments for improving the manageability, visibility and accessibility of scholarly documents in Munin at UiT, and for the growing research community worldwide.

scholarly journals Lesson Study

2018 ◽  
Vol 26 (2) ◽  
Author(s):  
Ann R. Taylor ◽  
Shari Anderson ◽  
Karen Meyer ◽  
Mary Kay Wagner ◽  
Christine West
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
Elementary Mathematics ◽  
Lesson Plan ◽  
Teacher Educator ◽  
Professional Community ◽  
Rural Setting ◽  
Research Report ◽  
Effective Professional Development ◽  
Classroom Lesson

In this action research report 4 teachers and 1 teacher educator use the Japanese lesson study model of professional development for 15 months in rural Carlinville, Illinois. In March 2001, 4 teachers identified a goal to improve their students’ understanding of two step word problems in 2nd grade elementary mathematics. Teachers completed three cycles of researching, planning, teaching, evaluating and reflecting. They were motivated, empowered, and found lesson study effective professional development in their rural setting. It focused on the classroom lesson; provided an effective lesson plan and hours of focused professional development; supported attempts to put into practice best professional knowledge of reform mathematics; and developed a professional community among them.  

Students' Intelligence Beliefs Across Subject Areas

2008 ◽  
Author(s):  
Brett D. Jones ◽  
C. N. Byrd ◽  
Danielle L. Lusk
Keyword(s):  
Intelligence Beliefs ◽  
Subject Areas
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