Developing Understanding of Fractions through Pattern: Blocks and Fair Trade

2007 ◽  
Vol 14 (3) ◽  
pp. 140-145
Author(s):  
Cheryl Roddick ◽  
Christina Silvas-Centeno
Keyword(s):  
Design Process ◽  
Conceptual Understanding ◽  
Fair Trade ◽  
Sixth Grade ◽  
Hands On ◽  
The Impact ◽  
Teacher's Perspective

The design process and implementation of a hands-on unit on fractions in the sixth grade. The unit uses pattern blocks to help students develop conceptual understanding of fractions. Student misunderstandings and outcomes are presented, as well as the teacher's perspective on the impact on her classroom.

An improved de Laval nozzle experiment

2021 ◽  
pp. 030641902110341
Author(s):  
Nicholas Goodman ◽  
Brian J Leege ◽  
Peter E Johnson
Keyword(s):  
Data Acquisition ◽  
Laval Nozzle ◽  
Flow Characteristics ◽  
Data Acquisition System ◽  
Isentropic Flow ◽  
Hands On ◽  
De Laval Nozzle ◽  
Physical Phenomena ◽  
The Impact ◽  
The Relationship

Exposing students to hands-on experiments has been a common approach to illustrating complex physical phenomena that have been otherwise modelled solely mathematically. Compressible, isentropic flow in a duct is an example of such a phenomenon, and it is often demonstrated via a de Laval nozzle experiment. We have improved an existing converging/diverging nozzle experiment so that students can modify the location of the normal shock that develops in the diverging portion to better understand the relationship between the shock and the pressure. We have also improved the data acquisition system for this experiment and explained how visualisation of the standing shock is now possible. The results of the updated system demonstrate that the accuracy of the isentropic flow characteristics has not been lost. Through pre- and post-laboratory quizzes, we show the impact on student learning as well.

Indigenous Medicinal Plants and Practices in Cagraray Island: Resources for Culture-Based Lessons in Biology

2021 ◽  
pp. 002205742098870
Author(s):  
Michael B. Bibon
Keyword(s):  
Medicinal Plants ◽  
Conceptual Understanding ◽  
Group Discussion ◽  
Indigenous Medicine ◽  
Entry Points ◽  
Hands On ◽  
Cultural Appreciation ◽  
Quantitative Data Analysis ◽  
K 12 ◽  
Journal Entries

The study aimed to develop culture-based lessons in Biology 9, integrating indigenous medicinal plants and practices in Cagraray Island. These developed lessons were designed incorporating features of research results, problem-based approach, active learning, and culture- or context-based teaching. The accounts from eight folk healers revealed the abundance of indigenous medicinal plants and practices for treating wounds, hypertension, anemia, cough and colds, and asthma. These illnesses were used as springboard for the development of five culture-based lessons with entry points in the K - 12 curriculum. Implemented to 45 Grade 9 learners for five consecutive days at Cawayan National High School, the culture-based lessons were found effective in developing learning outcomes like conceptual understanding, metacognition, science process skills, and cultural appreciation using quantitative data analysis ( p < .05). Qualitative data also supported these findings through Focus-Group Discussion (FGD), journal entries, interviews, and observations. Educational philosophy for culture-based learning revealed the need to incorporate hands-on activities producing concrete evidences for culture-based learning. In general, the study concluded with the potentiality of using indigenous medicine as resources for culture-based lessons in biology. For further study, it is recommended to design and develop more studies about local medicinal plants so they can be integrated, as well as multiple cultural facets, to culture-based lessons.

scholarly journals Beyond analogy: A model of bioinspiration for creative design

2016 ◽  
Vol 30 (2) ◽  
pp. 159-170 ◽  
Author(s):  
Camila Freitas Salgueiredo ◽  
Armand Hatchuel
Keyword(s):  
Design Process ◽  
Design Theory ◽  
Leading Edge ◽  
Knowledge Bases ◽  
Biologically Inspired ◽  
Concept Knowledge ◽  
Bioinspired Design ◽  
Aerodynamic Properties ◽  
Biologically Inspired Design ◽  
The Impact

AbstractIs biologically inspired design only an analogical transfer from biology to engineering? Actually, nature does not always bring “hands-on” solutions that can be analogically applied in classic engineering. Then, what are the different operations that are involved in the bioinspiration process and what are the conditions allowing this process to produce a bioinspired design? In this paper, we model the whole design process in which bioinspiration is only one element. To build this model, we use a general design theory, concept–knowledge theory, because it allows one to capture analogy as well as all other knowledge changes that lead to the design of a bioinspired solution. We ground this model on well-described examples of biologically inspired designs available in the scientific literature. These examples include Flectofin®, a hingeless flapping mechanism conceived for façade shading, and WhalePower technology, the introduction of bumps on the leading edge of airfoils to improve aerodynamic properties. Our modeling disentangles the analogical aspects of the biologically inspired design process, and highlights the expansions occurring in both knowledge bases, scientific (nonbiological) and biological, as well as the impact of these expansions in the generation of new concepts (concept partitioning). This model also shows that bioinspired design requires a special form of collaboration between engineers and biologists. Contrasting with the classic one-way transfer between biology and engineering that is assumed in the literature, the concept–knowledge framework shows that these collaborations must be “mutually inspirational” because both biological and engineering knowledge expansions are needed to reach a novel solution.

Blockchains:  An Experiential Accounting Learning Activity

2021 ◽  
Author(s):  
Lorraine S. Lee ◽  
Deniz Appelbaum ◽  
Richard Mautz III
Keyword(s):  
Conceptual Understanding ◽  
Emerging Technologies ◽  
Accounting Students ◽  
Learning Activity ◽  
Learning Approach ◽  
Technology Change ◽  
Accounting Curriculum ◽  
Hands On ◽  
Hands On Learning ◽  
Rapid Pace

Organizations such as the AASCB and the Pathways Commission (2012) recommend that emerging technologies be included in the accounting curriculum.  Yet the inclusion of emerging technologies represents a challenge for accounting educators due to the complexity and uncertainty associated with many technologies, as well as the rapid pace of technology change and innovation.  This paper answers the call by the Pathway Commission (2012) for additional research focused on enhancing learning experiences to better reflect current and emerging technologies. Using an experiential learning approach (Butler, Church, and Spencer (2019), we create a hands-on, learning activity focused on blockchains in order for accounting students to gain a conceptual understanding of blockchains and its applications and implications beyond bitcoins.

The impact of virtual visualisation: perception and design of spaces in ethnographic projects

2019 ◽  
Author(s):  
Juan Carlos Márquez Cañizares ◽  
Juan-Carlos Rojas
Keyword(s):  
Design Process ◽  
Design Education ◽  
Field Investigation ◽  
Ethnographic Research ◽  
Evaluation Instrument ◽  
Information Analysis ◽  
Public Park ◽  
The Public ◽  
Design Students ◽  
The Impact

"The use of VR technology within education is an area that has generated great interest in recent years, so this work follows that trend and contains nuances related to user-centred design education. The objective of this work is to identify students’ perceptions of the use of VR technology for ethnographic research. A group of 20 industrial design students from Tecnologico de Monterrey conducted a field investigation, which included interviews and surveys, using HMD with videos and stereoscopic images of a public park in Monterrey, Mexico. Based on the research and information analysis, areas of opportunity were identified and urban furniture proposals for the public park that place were generated. Once the design process was completed, an evaluation instrument was applied to measure, through statistical analysis, the students' perceptions of their experience using technology in the design process; gender, qualification obtained and the relevance of the technology used was also considered."

An investigation of the mass-market fashion design process

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Prabod Dharshana Munasinghe ◽  
D.G.K. Dissanayake ◽  
Angela Druckman
Keyword(s):  
Design Process ◽  
Market Design ◽  
High Volume ◽  
Design Stage ◽  
Fashion Design ◽  
Structured Interviews ◽  
Mass Market ◽  
Content Type ◽  
Responsible Consumption ◽  
The Impact

Purpose The process of fashion design varies between market segments, yet these variations have not yet been properly explored. This study aims to examine the fashion design process as practised at the mass-market level, as this is the most vibrant and the largest market segment in terms of production volumes and sales. Design/methodology/approach It is observed that 15 semi-structured interviews were conducted with mass-market fashion designers. Key activities of the mass-market design process were identified and a comparative analysis was conducted with the general design process. Findings The mass-market design process is found to prioritise profits rather than aesthetic aspects, with the buyer exercising more power than the designer. This hinders creativity, which, in turn, may impede a move towards more environmentally benign designs. Originality/value The clothing industry is responsible for high environmental impacts and many of these impacts arise through decisions made in the design stage. In particular, the mass-market for clothing because of its high volume of sales and fast throughput, accounts for a great deal of the impact. However, little is understood about the design process that is practised in the mass-fashion market. This paper fills the gap by developing a framework that describes the mass-market design process. Understanding the design process will enable progress to be made towards achieving the United Nations Sustainable Development Goal 12: Responsible Consumption and Production.

scholarly journals Clinical and Educational Outcomes of an Integrated Inpatient Quality Improvement Curriculum for Internal Medicine Residents

2016 ◽  
Vol 8 (4) ◽  
pp. 563-568 ◽  
Author(s):  
Greg Ogrinc ◽  
Emily S. Cohen ◽  
Robertus van Aalst ◽  
Beth Harwood ◽  
Ellyn Ercolano ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Quality Improvement ◽  
Self Efficacy ◽  
Intervention Group ◽  
Educational Outcome ◽  
Free Text ◽  
Internal Medicine Residents ◽  
Late Intervention ◽  
Hands On ◽  
The Impact

ABSTRACT Background  Integrating teaching and hands-on experience in quality improvement (QI) may increase the learning and the impact of resident QI work. Objective  We sought to determine the clinical and educational impact of an integrated QI curriculum. Methods  This clustered, randomized trial with early and late intervention groups used mixed methods evaluation. For almost 2 years, internal medicine residents from Dartmouth-Hitchcock Medical Center on the inpatient teams at the White River Junction VA participated in the QI curriculum. QI project effectiveness was assessed using statistical process control. Learning outcomes were assessed with the Quality Improvement Knowledge Application Tool–Revised (QIKAT-R) and through self-efficacy, interprofessional care attitudes, and satisfaction of learners. Free text responses by residents and a focus group of nurses who worked with the residents provided information about the acceptability of the intervention. Results  The QI projects improved many clinical processes and outcomes, but not all led to improvements. Educational outcome response rates were 65% (68 of 105) at baseline, 50% (18 of 36) for the early intervention group at midpoint, 67% (24 of 36) for the control group at midpoint, and 53% (42 of 80) for the late intervention group. Composite QIKAT-R scores (range, 0–27) increased from 13.3 at baseline to 15.3 at end point (P &lt; .01), as did the self-efficacy composite score (P &lt; .05). Satisfaction with the curriculum was rated highly by all participants. Conclusions  Learning and participating in hands-on QI can be integrated into the usual inpatient work of resident physicians.

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