Journal articles on the topic 'Natural selection Study and teaching'
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Lamekhova, Elena Anatolyevna. "Methodological approaches to the study of Ch. Darwin’s theory of natural selection in the school biology course." Samara Journal of Science 10, no. 3 (September 1, 2021): 251–59. http://dx.doi.org/10.17816/snv2021103309.
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Currently, some previously recognized ideas are being re-evaluated in biological education, which confirms the need to improve and further develop the methodology for studying and teaching the theory of evolution. Relevant in this regard are the selection of the content and the development of a methodology for studying Darwins theory of natural selection in the school biology course, which determined the purpose of the study. The purpose of the paper is to develop a methodology for studying some issues of Darwins theory of natural selection in the school biology course. The paper offers a variant of the program and a method for studying the most complex issues of the topic. Natural selection, which manifests itself as a consequence of the struggle for existence, should be described by formulating a definition, describing the mechanism and results of action. The study of natural selection should be accompanied by evidence of its leading role in evolution. Describing the struggle for existence as a factor of evolution, it is necessary to emphasize its ecological essence. The results of the action of natural selection should be described taking into account their cause-and-effect relationships, accompanying this with examples, using various manuals and tasks and carrying out practical work. The description of the methodology for studying the issues of the topic is of theoretical significance, and the given methodological recommendations for studying the prerequisites for the emergence of Darwinism, the doctrine of the variability of organisms, the struggle for existence, natural selection and other issues are of practical importance and will ensure a successful assimilation of this complex material by students.
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Presley, Morgan L., Rebecca Gehringer, and Deborah L. Hanuscin. "Using Natural Selection Concept Inventories in College Biology Classrooms to Improve Teaching and Learning." American Biology Teacher 79, no. 2 (February 1, 2017): 91–94. http://dx.doi.org/10.1525/abt.2017.79.2.91.
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The purpose of this study was to investigate how assessment instruments could be used in the college biology classroom for purposes other than researching instructional strategies (as they have been used in the past). Through participatory action research, a science educator and a biology faculty member examined how the CINS (Concept Inventory of Natural Selection) could be incorporated into the biology faculty member's classroom instruction. This paper shows that biology faculty members can use assessment instruments to build in-class activities and labs, to formatively assess student knowledge, and to confront student misconceptions. Several recommendations for incorporating assessment instruments in biology instruction and assessment are provided.
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Şahin qızı Kərimbəyli, Turan. "Methods for selecting authentic texts in accordance with the language level of students while teaching German." SCIENTIFIC WORK 69, no. 08 (August 23, 2021): 32–37. http://dx.doi.org/10.36719/2663-4619/69/32-37.
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Today our main goal is to use authentic texts, including the study of the peculiarities of intercultural communication in the environment of communicative teaching of foreign languages. Authentic text reflects the use of natural language. It should be noted that the teaching of authentic texts in teaching a foreign language should be determined by the language level of the students. The selection criteria for authentic texts in German differ depending on the language level of the students. Key words: authentic texts, intercultural communication, communicative learning
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Amrulloh, Muhammad Sholahuddin, and Andarula Galushasti. "Professional development teacher to improve skills of science process and creativity of learners." Journal of Education and Learning (EduLearn) 16, no. 3 (August 22, 2022): 299–307. http://dx.doi.org/10.11591/edulearn.v16i3.20404.
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This qualitative research emphasized learning strategies in the process of full engagement by students and discovering the implementation of learning, science process skills, and learners' creativity. The selection of contextual teaching and learning methods due to teachers having a role more in strategy affairs while learners were more focused on self-actualization of practice in their groups. Here, there was an interaction between teachers and learners to complement each other. The participant was student of class five Elementary School/Madrasah Ibtidaiyah Ma'arif 37 Sunan Kalijogo, Ambulu, Jember Regency, Indonesia. Methods of data collection were interviews, observations, and documentation. Data collection was related to natural science subjects. The study results showed the procedures for implementing contextual teaching and learning in natural science subjects. Applying contextual teaching and learning methods was very effective in natural science subjects. The findings of this study showed that improving the quality of learning and learning support facilities can realize the ability of competence of students and teacher professionalism.
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Albadr, Musatafa Abbas, Sabrina Tiun, Masri Ayob, and Fahad AL-Dhief. "Genetic Algorithm Based on Natural Selection Theory for Optimization Problems." Symmetry 12, no. 11 (October 23, 2020): 1758. http://dx.doi.org/10.3390/sym12111758.
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The metaheuristic genetic algorithm (GA) is based on the natural selection process that falls under the umbrella category of evolutionary algorithms (EA). Genetic algorithms are typically utilized for generating high-quality solutions for search and optimization problems by depending on bio-oriented operators such as selection, crossover, and mutation. However, the GA still suffers from some downsides and needs to be improved so as to attain greater control of exploitation and exploration concerning creating a new population and randomness involvement happening in the population at the solution initialization. Furthermore, the mutation is imposed upon the new chromosomes and hence prevents the achievement of an optimal solution. Therefore, this study presents a new GA that is centered on the natural selection theory and it aims to improve the control of exploitation and exploration. The proposed algorithm is called genetic algorithm based on natural selection theory (GABONST). Two assessments of the GABONST are carried out via (i) application of fifteen renowned benchmark test functions and the comparison of the results with the conventional GA, enhanced ameliorated teaching learning-based optimization (EATLBO), Bat and Bee algorithms. (ii) Apply the GABONST in language identification (LID) through integrating the GABONST with extreme learning machine (ELM) and named (GABONST-ELM). The ELM is considered as one of the most useful learning models for carrying out classifications and regression analysis. The generation of results is carried out grounded upon the LID dataset, which is derived from eight separate languages. The GABONST algorithm has the capability of producing good quality solutions and it also has better control of the exploitation and exploration as compared to the conventional GA, EATLBO, Bat, and Bee algorithms in terms of the statistical assessment. Additionally, the obtained results indicate that (GABONST-ELM)-LID has an effective performance with accuracy reaching up to 99.38%.
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Stasinakis, Panagiotis K., and Michail Kalogiannnakis. "Analysis of a Moodle-based training program about the Pedagogical Content Knowledge of Evolution Theory and Natural Selection." World Journal of Education 7, no. 1 (January 5, 2017): 14. http://dx.doi.org/10.5430/wje.v7n1p14.
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In this study we aim to find out whether a training program for secondary school science teachers which wasorganized based on the model of Pedagogical Content Knowledge (PCK), could improve their individual PCK for aspecific scientific issue. The Evolution Theory (ET) and the Natural Selection (NS) were chosen as the scientificissues of interest. Both of them are fundamental in biology teaching, especially the ET which can be taught as aunifying theory of biology. The individual PCK of teachers can be improved by strengthening its components:knowledge, pedagogy and managing the context. The principals and content of the seminar were decided based onthe results of another study among Greek teachers for the characteristics of their PCK about ET, NS and Nature OfScience (NoS). The seminar involved 16 secondary school teachers. We found that all trainees improved theirindividual PCK and felt adequate to teach more effectively the ET and the NS to their students. All participantsthrough the activities they performed, moved to a more constructive and learner-centered teaching style compare towhat they used to do before the training program.
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Cavadas, Bento. "«On the Origin of Species»: Didactic transposition to the curriculum and Portuguese science textbooks (1859-1959)." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 143. http://dx.doi.org/10.14516/ete.149.
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This research aimed to contribute to the history of the teaching of Darwinism in the Portuguese curriculum from 1859 to 1959. To this end, it was analysed the didactic transposition of the book On the Origin of Species for the standards and textbooks of Natural Sciences of secondary education. This study showed that some standards did not address Darwinism (Standards of 1856, 1872, 1880, 1886, 1926 and 1929), while others only prescribed the study of some subjects of Darwinism (Standards of 1889 and 1905). The standards of 1895 were the ones that addressed more Darwinists ideas in the 19th century. In the 20th century, the overall approach to Darwinism was related to the study of transformist ideas (Standards of 1919) or evolution (Standards of 1936 and 1954). However, even when the respective standards did not make that prescription, the major part of textbooks addressed the mechanisms of Darwinian evolution: adaptation, variability, growth correlations, heredity, natural selection, vital competition, geographic isolation and sexual selection.
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Whang, Taesun, Dongyub Lee, Dongsuk Oh, Chanhee Lee, Kijong Han, Dong-hun Lee, and Saebyeok Lee. "Do Response Selection Models Really Know What’s Next? Utterance Manipulation Strategies for Multi-turn Response Selection." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 16 (May 18, 2021): 14041–49. http://dx.doi.org/10.1609/aaai.v35i16.17653.
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In this paper, we study the task of selecting the optimal response given a user and system utterance history in retrieval-based multi-turn dialog systems. Recently, pre-trained language models (e.g., BERT, RoBERTa, and ELECTRA) showed significant improvements in various natural language processing tasks. This and similar response selection tasks can also be solved using such language models by formulating the tasks as dialog--response binary classification tasks. Although existing works using this approach successfully obtained state-of-the-art results, we observe that language models trained in this manner tend to make predictions based on the relatedness of history and candidates, ignoring the sequential nature of multi-turn dialog systems. This suggests that the response selection task alone is insufficient for learning temporal dependencies between utterances. To this end, we propose utterance manipulation strategies (UMS) to address this problem. Specifically, UMS consist of several strategies (i.e., insertion, deletion, and search), which aid the response selection model towards maintaining dialog coherence. Further, UMS are self-supervised methods that do not require additional annotation and thus can be easily incorporated into existing approaches. Extensive evaluation across multiple languages and models shows that UMS are highly effective in teaching dialog consistency, which leads to models pushing the state-of-the-art with significant margins on multiple public benchmark datasets.
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Medetbayeva, Salima A., and Nurlan K. Akhmetov. "Psychological and Pedagogical Problems of Computer-aided Teaching of Natural Sciences." International Journal of Emerging Technologies in Learning (iJET) 16, no. 20 (October 25, 2021): 208. http://dx.doi.org/10.3991/ijet.v16i20.24427.
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Information has become a global inexhaustible resource for mankind, which has entered a new era in the development of civilisation. Today it is important to improve the quality of education by introducing computer technologies in chemistry classes. The purpose of the study was to develop and present the methodological foundations of the development and implementation of computer technologies in the game teaching of chemistry to improve the teaching methods. To achieve this goal, the corresponding tasks were identified, as well as methods for their solution: the analysis and comparative analysis, modelling. Results of the study: the positive and negative factors of the use of modern computer technologies in chemistry classes were identified; the principles of selecting the content of the material using information and communication technologies in teaching were characterised; the methodical foundations of the application and use of information and communication technologies when teaching chemistry were considered. It was concluded that the use of a computer in the educational process contributes to the improvement of teaching methods more than any other technical means at the teacher's disposal. The introduction of information technologies into the educational process significantly changes and ultimately increases the effectiveness of teaching. The practical significance of the study is conditioned by the fact that the methodical foundations of the use of information technologies in chemistry class presented in the paper can be applied in schools and other educational institutions.
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Hadny, Annisa. "PENERAPAN TEORI BIOPHILIC DESIGN DALAM STRATEGI PERANCANGAN SEKOLAH ALAM SEBAGAI SARANA PENDIDIKAN DASAR DI KARANGANYAR." ARSITEKTURA 15, no. 2 (November 1, 2017): 406. http://dx.doi.org/10.20961/arst.v15i2.14912.
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<em>The quality of Indonesia's education in the international rankings is ranked low compared to other countries. On the other hand Indonesia has the potential of nature that can be utilized as a learning method that is with the natural school with nature as a medium of teaching. The use of biophilic design theory becomes important in order to create a natural school environment that can support a good learning atmosphere for learners later. This study aims to determine how appropriate design criteria for designing a planned natural school with biophilic design theory are used. The method used is to study the literacy of the theory and determine the appropriate theory to be used in the design strategy ranging from site selection, site processing, space processing and space quality, mass formation and mass management, and determining the appearance of buildings. Biophilic design design method and process of analysis that is done to produce natural school design design that can optimize the learning process in it.</em>
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Amala, Emil, and Sri Widayati. "ANALISIS EKOLOGI KARYA SASTRA PADA NOVEL RINDU TERPISAH DI RAJA AMPAT KARYA KIRANA KEJORA SEBAGAI ALTERNATIF BAHAN AJAR DI SEKOLAH MENENGAH ATAS." Griya Cendikia 6, no. 2 (July 23, 2021): 180–91. http://dx.doi.org/10.47637/griya-cendikia.v6i2.95.
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This research discusses the ecology of literary work in Kirana Kejora’s novel Rindu Terpisah di Raja Ampat as an alternative teaching material in senior high school. The purpose of this study to determine the natural ecology and cultural ecology in the novel Rindu Terpisah di Raja Ampat by Kirana Kejora. The method used, namely descriptive by describing the result in words. The result of this study indicate that this novel contain natural ecology and cultural ecology. This ecology related to the interaction of human and the natural envirotment, namely protecting and preserving the natural environment by using several attitude, such as an attitude of responsibility, an attitude of caring the natural in accordance with the culture in Papua. The natural ecologyand culture ecology described by subordinate figure, namely Karang. Senior high school student can use coral figures as rle models because theyhave positive value for the character development of students. Regarding the aspect of selecting teaching material, namely aspect of language, psychology, and cultural background, Kirana Kejora’s novel Rindu Terpisah di Raja Ampat has fulfil the criteria of good teaching material of senior high school.
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Nazarenko, Tetiana, Oksana Braslavska, and Liudmyla Ozerova. "STUDY OF GEOGRAPHY IN GENERAL SECONDARY EDUCATION INSTITUTIONS THROUGH THE INTEGRATED CONTENT OF ELECTIVE COURSES." Psychological and Pedagogical Problems of Modern School, no. 1(7) (May 25, 2022): 39–49. http://dx.doi.org/10.31499/2706-6258.1(7).2022.261084.
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The article examines current issues that arise in the teaching of geography. The integrative nature of the subject of geography requires the use of a variable factor to strengthen the basic geographical courses in the school, so there is a need for a variety of elective courses. The practice of introducing integrative elective courses in school geographical education has been studied.Elective courses play an important role in the school system. These are required subjects of the student’s choice that support the chosen profile. Unlike typical courses, elective courses are compulsory. The purpose of studying elective courses is to focus students on individualization of learning and socialization; to prepare for a conscious and responsible choice of future professional activities.In the process of content selection, it is necessary to find out: what laws, theories, ideas, principles, concepts, skills, and types of student activities are offered for mastering, how the study material will contribute to the internal specialization of education and the formation of specialized skills; for which professions, fields of activity the selected content is required, which students must know and be able to do before studying the elective course.Researchers have proved the effectiveness of the implementation of integrated geographical courses, the need to develop comprehensive curricula in natural subjects on the basis of a single educational field of state standard, and the importance of forming holistic (integrated) knowledge, and a scientific worldview. However, the lack of specialists and general teaching methods makes it difficult to implement an integrative approach in elective courses.
Keywords: integrative learning; natural education; elective courses; geography studies; formation of subject competencies; institutions of general secondary education; educational material; competence approach.
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Kindras, Iryna. "SELECTION OF LANGUAGE AND SPEECH MATERIAL FOR TEACHING FUTURE PHILOLOGISTS OF ORAL TURKISH MONOLOGICAL STATEMENTS ON THE ELEMENTARY LEVEL." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (7) (2018): 23–28. http://dx.doi.org/10.17721/2415-3699.2018.7.06.
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The article investigates of language and speech material for teaching future philologists of oral Turkish monological statements on the elementary level. In particular, the difficulties of teaching Turkish on the elementary level are analyzed, the criteria for selection of material for formation oral Turkish monological statements of students on the elementary level are proposed. Analysis of the literature on psychology showed that the quality of teaching process depends on the individual capabilities of the student and other factors that affect the teaching process. These factors include difficulties of teaching Turkish on the elementary level. According to the functional and psychological scheme of production oral monological statements the difficulties associated with the occurrence of a natural need of expression in a foreign language and the complexity of the definition of speaking and composition related to the definition of semantic content and logical sequence expression, means and methods of forming opinions and the difficulty of developing and implementing articulation program are differentiated. In addition, o the elementary level of study of Turkish language students facing the difficulties caused by the consequences interlingual interference. Interlingual interference affects basic aspects of language such as phonetics, grammar and semantics and can be a obstacle in learning a foreign language. Among the linguistic difficulties selected: phonetic (presence of phonemes that are not in native language; no equivalents of some consonants in the Ukrainian language [s]> [j]; [ğ]> yumuşak g; «law of consonants harmony (Ünsüz benzeşmesi)"; shift of emphasis), lexical (words similar in sound, adoption, use expressions that do not have equivalents; use established pair of expressions), morphological (agglutination; a special system case) and syntactic (reverse word order, punctuation rules of Turkish language different from Ukrainian). Selection lexical material should be based on the following criteria: frequency, themes and communicative value; for the selection of grammatical material defined such criteria as: frequency, the necessity and structural excellence; for the phonetic material we propose such criteria as: the degree of difficulty in mastering the phonetic phenomenon and normativity. The criteria of selection of educational texts for reading and listening are authenticity, speech excellence; availability; compliance with program requirements, age-related interests and needs of students and also the criterion of limited time of soundtracks.
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Soldado, Emerson Barão Rodrigues, Jairo José Matozinho Cubas, and Ana Maria Alfonso-Goldfarb. "Alfred Russel Wallace na Amazônia e a Construção de uma Ideia: seus estudos na distribuição dos animais como uma ferramenta no ensino de biologia." História da Ciência e Ensino: construindo interfaces 21 (July 6, 2020): 144–57. http://dx.doi.org/10.23925/2178-2911.2020v21p144-157.
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ResumoAlfred Russel Wallace (1823-1913), naturalista inglês conhecido por seus estudos sobre a seleção natural, teve sua primeira expedição na Amazônia. De 1848 a 1852, observou e descreveu fauna, flora, geologia e grupos humanos que ali habitavam e abordou a temática da distribuição dos animais, apontando os limites de alcance das espécies e sua relação com o meio. O objetivo deste trabalho foi analisar, a partir de livros e artigos relativos ao período, como essa noção do limite de alcance das espécies foi abordado por Wallace e sua importância para a formulação de conceitos biogeográficos e de seleção natural. Houve ainda a construção e aplicação de uma sequência didática no ensino de biologia. Com o material analisado, apresentou-se para os estudantes um processo de construção de uma ideia, valendo-se de textos originais. A sequência didática iniciou-se com alunos do Ensino Médio, lendo trechos escritos por Wallace, com passagens que descrevem o limite de alcance de espécies amazônicas. Em seguida, tiveram que formular hipóteses sobre tais observações. Posteriormente, houveram aulas sobre o histórico do pensamento evolutivo e conceitos de seleção natural. Na finalização, incentivou-se os estudantes a refletirem sobre o processo de construção de ideias na ciência, de forma contextualizada e participativa. Verificou-se que os estudos de Wallace colaboram de forma relevante para o ensino da evolução e história da ciência, apontando a necessidade de novas abordagens nesse tema.Palavras-chave: História da ciência; Alfred Russel Wallace; Amazônia; distribuição de animais; ensino de biologia. Abstract(Alfred Russel Wallace (1823-1913), an English naturalist known for his studies on natural selection, had his first expedition to the Amazon. From 1848 to 1852, he observed and described fauna, flora, geology and human groups who lived there and addressed the issue of distribution of animals, pointing out the limits of range of the species and its relationship with the environment. The objective of this study was to analyze, from books and articles for the period, as this notion of species range limit was approached by Wallace and its importance for the development of biogeographic concepts and natural selection. There was also the construction and application of a didactic sequence in the teaching of biology. With the material analyzed, was presented to the students a process of constructing an idea, using original texts. The didactic sequence began with high school students, reading excerpts written by Wallace, with passages that describe the limits of the range of Amazonian species. They then had to formulate hypotheses about such observations. Later, there were classes on the history of evolutionary thinking and concepts of natural selection. Upon completion, students were encouraged to reflect on the process of constructing ideas in science in a contextualized and participatory manner. It was verified that the studies of Wallace collaborate in a relevant way for the teaching of the evolution and history of science, pointing out the necessity of new approaches in this subject. Keywords: History of science; Alfred Russel Wallace; Amazônia; distribution of animals; teaching of biology
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Bjarnadóttir, Valgerður S., Elisabet Öhrn, and Monica Johansson. "Pedagogic practices in a deregulated upper secondary school: Students’ attempts to influence their teaching." European Educational Research Journal 18, no. 6 (September 4, 2019): 724–42. http://dx.doi.org/10.1177/1474904119872654.
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This article explores strategies, targets, and responses to young people’s attempts to influence pedagogic practices, and the variations between different programmes in a deregulated upper secondary school system. Using Basil Bernstein’s code theory, the study draws on ethnographic data from two of the most popular academic programmes in one upper secondary school in Iceland, the natural science programme and the social science programme. Students tried to a greater extent to influence the ‘how’ of their everyday education rather than the ‘what’. That is, neither of the student groups tried to influence the content of their lessons or courses. There was a strong framing of the selection of knowledge but variations in the framing of pacing and teaching methods, which presented students with various options as to what they tried to influence. The findings imply that mathematics within the natural science programme was a gatekeeper to students’ further studies as it was strongly framed and classified, and students’ attempts to slow down the pacing were unsuccessful. The students in the social science programme targeted monotonous teaching methods, without success. Some of the students responded to the failed attempts by interrupting classes and reducing lesson time for the whole group. The findings indicate that the deregulation of the upper secondary school curriculum needs to be considered, as it leads to stronger classification between schools, subjects, and programmes.
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Ashkan, Ladan, and Seyyed Hassan Seyyedrezaei. "The Effect of Corpus-Based Language Teaching on Iranian EFL Learners’ Vocabulary Learning and Retention." International Journal of English Linguistics 6, no. 4 (July 14, 2016): 190. http://dx.doi.org/10.5539/ijel.v6n4p190.
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<p>The use of corpora in second/foreign language (ESL/EFL) classes has established to be a valuable tool in teaching grammar, vocabulary and natural language use. The corpus-based approach to language teaching and linguistics has gained its prominence since the mid-1980s. However, there has been little research on investigating the corpus-based tasks openly in the classroom. The current research attempts to examine the effect of corpus-based teaching on EFL learners’ vocabulary learning and retention of Iranian EFL learners. Forty pre university Iranian female students at Saei high school in Gorgan, aged 18 participated in this study. The number of participants in each group was 20. After administering the pretest, students in the experimental group were taught using corpus-based approach while students in the control group were taught using traditional methods. After instruction, a posttest was administrated to both groups. After two weeks of the first posttest, the second posttest was administrated to both groups to see the effect of corpus-based teaching on vocabulary retention (immediate retention). The design of the study was quasi-experimental, as there was no random selection. T-tests were employed to analyze the collected data from the vocabulary tests including pretest and posttests. The results of the study indicated a significant difference between the experimental and control group in favor of corpus-based vocabulary teaching. The result also showed that corpus-based teaching has a significant effect on EFL students’ vocabulary retention and the effect did not fade away over time. This study has some pedagogical implications which can bring fruitful results for language teachers and learners and material developers.</p>
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Syechah, Bulqis Nebulla. "Optimalisasi Jadwal Kegiatan Belajar Mengajar di MI NW I Talun Selama Pandemi Covid-19." Unisda Journal of Mathematics and Computer Science (UJMC) 7, no. 2 (December 31, 2021): 1–8. http://dx.doi.org/10.52166/ujmc.v7i2.2714.
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The Covid-19 pandemic has impacted many areas of life, including education in Indonesia. After the Indonesian government implemented a lockdown in a few months, now we are in a new normal era where everyone can do any activity based on the covid-19 protocol. In the new normal era, students and teachers are allowed to do teaching and learning activities with an offline system based on the Covid-19 protocol, this makes the schedule ineffective, such as in MI NW 1 Talun. At this school, each class has a schedule to do learning activities three times a week. Based on this, in this study, the authors will offer a schedule formulated based on variables of teachers, students, classes, classrooms, days and times, and covid-19 protocols. This research method is a genetic algorithm that is a method of optimization based on natural selection. The results of this study show that the new schedule is more effective than before and every student or teacher can do teaching and learning activities to the maximum and avoid covid-19.
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It-ngam, Todsaporn, and Supakorn Phoocharoensil. "The development of science academic word list." Indonesian Journal of Applied Linguistics 8, no. 3 (January 31, 2019): 657. http://dx.doi.org/10.17509/ijal.v8i3.15269.
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Knowledge of specialized academic vocabulary is important for the academic success of EFL natural science students. Specialized words outside the General Service List (GSL) (West, 1953) and the Academic Word List (AWL) (Coxhead, 2000) are necessary for comprehending scientific text. The existing lists of words do not cover all sub-disciplines of natural science. The present study aims to explore the specialized academic words across 11 sub-disciplines of natural science. To identify the words, a corpus-based approach and an expert-judged approach were used. A 5.5-million-word corpus called the Science Academic Journal (SAJ) Corpus was created for this study. Applying the established word selection criteria, 513 word families were selected. The potential list was reviewed by a panel of experts in order to remove the overly-technical words from the list. The Science Academic Word List (SAWL) was established with 432 word families and provided 5.82% coverage of the running words in the SAJ corpus. To validate the word list, the SAWL was tested against two independent corpora. The findings revealed that the SAWL contains 432 word families that are useful for reading journal articles in natural science disciplines. In addition, it was also found that the SAWL performed better on an independent corpus compared to the Science World List (Coxhead & Hirsh, 2007). It is expected that the SAWL established in this study will be a useful source for learning and teaching vocabulary in natural science disciplines.
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Ashri, Nurul, and Lilik Hasanah. "UJI KETERPAHAMAN DAN KELAYAKAN BAHAN AJAR IPA TERPADU." EDUSAINS 8, no. 2 (February 15, 2019): 145–49. http://dx.doi.org/10.15408/es.v8i2.1818.
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Abstract This study aimed to develop the teaching material for integrated natural science learning in junior high school using 4 steps teaching material development (4STMD) method. There were four steps that should be conducted comprised of selection, structuring, characterization, and didactic reduction. The method used in this study was Research and Development (R&D), so that understanding test was conducted more then once, which are before and after didactic reduction step. The first understanding test result in the average of percentage that are 53,7% and 53,8%. After didactic reduction, the second understanding test result in the average of percentage that is 65,8%. The next test was the feasability test of the teaching material that result in the average of percentage 76,9%, which is in the very good category. Keywords: teaching material; understanding; feasibility Abstrak Penelitian ini bertujuan untuk mengembangkan bahan ajar untuk pembelajaran IPA terpadu di SMP menggunakan metode 4 Steps Teaching Material Development (4STMD). Ada empat tahapan yang harus dilakukan pada metode pengembangan bahan ajar tersebut yaitu seleksi, strukturisasi, karakterisasi dan reduksi didaktik. Metode penelitian yang digunakan yaitu Research and Development (R&D), sehingga pengujian keterpahaman dilakukan lebih dari satu kali yaitu sebelum dan sesudah dilakukannya tahapan reduksi didaktik. Uji keterpahapaman tahap pertama menghasilkan nilai rerata persentasi 53,7% dan 53,8%. Setelah reduksi didaktik, dilakukan uji keterpahaman kedua yang menghasilkan rerata persentasi 65,8%. Uji selanjutnya merupakan uji kelayakan bahan ajar yang menghasilkan rerata persentasi 76,9% yang berada pada kategori sangat baik. Kata Kunci: bahan ajar; keterpahaman; kelayakan Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1818
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Gao, Su, Nicole Damico, and Andrea Gelfuso. "Mapping and reflecting on integration of the components of pedagogical content knowledge (PCK) for teaching natural selection: A case study of an experienced middle-school science teacher." Teaching and Teacher Education 107 (November 2021): 103473. http://dx.doi.org/10.1016/j.tate.2021.103473.
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Olcina, Jorge, Álvaro-Francisco Morote, and María Hernández. "Teaching Floods in the Context of Climate Change with the Use of Official Cartographic Viewers (Spain)." Water 14, no. 21 (October 25, 2022): 3376. http://dx.doi.org/10.3390/w14213376.
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Floods are the natural hazard that have the greatest economic impact and cause the most deaths in the Mediterranean region. The objective of this study is to present different proposals for teach the risk of flooding using the GIS viewers offered by the NFZMS (National Flood Zone Mapping System) and the PATRICOVA (Spain). The idea is that, based on the selection of the same area of study (the mouth of the Júcar River—Valencia—and the mouth of the Segura River—Alicante), students determine the similarities and differences, for educational purposes, of these two geographical viewers. These proposals are aimed at the 2nd year of the Baccalaureate (17–18 years; optional subject of Geography). The objective is to enhance the skills of the students for understand the territory, especially their immediate environment, in the learning process. Furthermore, it also seeks to expand the knowledge of students with regard to these extreme phenomena experienced by society. This proposal shows that these types of tools are important for students to understand the social and territorial part of flooding events (vulnerability and exposure), which is the most salient part in terms of finding solutions to minimise their effects.
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Andrews, T. M., M. J. Leonard, C. A. Colgrove, and S. T. Kalinowski. "Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses." CBE—Life Sciences Education 10, no. 4 (December 2011): 394–405. http://dx.doi.org/10.1187/cbe.11-07-0061.
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Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning.
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Farooq, Muhammad, Saqib Ghafoor Kayani, Wajeeha Jabeen, and Waleed Javaid Toosy. "Enhanced learning through Natural Model training: Case for application in pediatric dentistry." Pakistan Journal of Medical and Health Sciences 15, no. 7 (July 26, 2021): 1481–83. http://dx.doi.org/10.53350/pjmhs211571481.
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Background: In field of pediatric dentistry, proper diagnosis and teaching is very important in analysis of resorbed root radio graphically in deciduous teeth for pulpectomy. Aim: To present a new method that improves root canals quality by Undergraduate who was learners. Methods: The oral medicine department selects study cases from OPD. The deciduous teeth were extracted and molded in the transparent epoxy resin similar as their position in human jawbone. Then, their own pre-extraction radiographs were pasted along with them. There was selection of about forty dental Undergraduate in conventional group and experimental Group A. Data from all the participants was carefully analyzed. There was allocation of a questionnaire to each participating Undergraduate that consisted of answer choice in Lickert scale in order to measure aptitude of Undergraduate to this new method and then data obtained was an analyzed statistically. Results: when the mean degree of learning aptitude was compared between experimental Group A group and conventional group then experimental Group A group showed significant results 8.9 than conventional group 6.1, whereas p= 0.03 <0.05. Conclusion: By using the natural models in radiography training, we can make undergraduate to learn better educational diagnosis pediatric dentistry as well as make them compatible to face upcoming challenges in periodic field of dentistry. Keywords: Pediatric Dentistry; Radiology; Pulpectomy; Medial Education, Undergraduate
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Kulshreshtha, Parul, Sunita Gupta, Rafikh Shaikh, Divya Aggarwal, Deuvshree Sharma, and Praveen Rahi. "Foldscope Embedded Pedagogy in Stem Education: A Case Study of SDG4 Promotion in India." Sustainability 14, no. 20 (October 18, 2022): 13427. http://dx.doi.org/10.3390/su142013427.
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Most government schools and colleges run on low budgets in India, yet they cater to a large population of students. In government settings, biology labs lack basic equipment such as simple microscopes or compound microscopes or sometimes possess just one instrument. In the absence of compound or simple microscopes, the students lose interest in science. To solve this issue, the Department of Biotechnology, Ministry of Science and Technology, Government of India, introduced the origami microscope, the foldscope, into the Indian educational system. In this article, we describe the design of a sustainable, inclusive, and equitable curricula for teaching biological concepts using the foldscope. We describe the implementation of foldscope-adapted curricula in post-secondary settings to teach natural selection, developmental biology, parasitology, and economic Zoology via individual, small-group, and large-group field trips, and project-based learning that involves experiential learning. We found that these culturally sensitive pedagogies involving translingual instructions had the potential to retain students and make science education accessible for the linguistically and culturally diverse population of India. We could successfully implement our project as per the five priority action areas outlined by UNESCO. Therefore, we propose the adoption of the foldscope-adapted curricula under SDG4 to make STEM education accessible in budget-frugal settings.
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Hanusiak, Dariusz. "The Choice of Language for Note-taking for the Purposes of Consecutive Interpreting." Między Oryginałem a Przekładem 27, no. 4(54) (December 21, 2021): 51–61. http://dx.doi.org/10.12797/moap.27.2021.54.03.
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The subject of the article is the choice of language that is used for notetaking for consecutive interpreting. The paper is based on a small-scale empirical case study analysis of note-taking by interpreting students. The analysis was aimed at determining which language – source language (SL) or target language (TL) – was preferred by students, who were given freedom of choice regarding the selection of language that they would use for the preparation of notes to help with consecutive interpreting tasks. The study group consisted of three cohorts of translation and interpreting students who were at the end of their first semester of work with consecutive. The students were asked to prepare notes for a regular consecutive task, from English into Polish; Polish was the mother tongue for all of the students. The outcomes of the analysis may show what might be the “natural” choice of language for notation and may provide suggestions about improving the system of teaching notation in the case of novice interpreters.
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Palionienė, Alina, and Irena Kompauskienė. "EXTENSION OF THE POSSIBILITIES OF SCIENCE EDUCATION IN THE ESTABLISHMENT OF PRE-SCHOOL EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 5, no. 2 (August 20, 2008): 47–53. http://dx.doi.org/10.48127/gu-nse/08.5.47a.
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The exploratory activities from the early age are very important because then the stages of knowledge grow and develop, and also the basic elements of the discursive thinking appear together with them. According to V. Lamanauskas (2004), it is important to include every child from the very beginning into the active action of the nature study, and to evoke the desire to find, to know and to explore. The teachers of Lithuania conceive the importance of the exploratory activities and, according to the inventory of standards of pre-school teaching, have produced the programmes. Such programmes allow the individual teaching and apply principle and technologies of teaching (learning) to the chosen basis of teaching philosophy. The Pakruojis kindergarten “Saulute” seriously noticed the importance of peculiarities of the region and using the integrate opportunities in the nature teaching. The planning performs in view of the age of children, their needs, peculiarities of the group, selecting toys, methods, range of the material, etc. According to the environment, the planning of all teaching process performs: activities for all group, for small groups of the children and individual activities. The teaching process includes the principle of humaneness, integration, individual, the creation of the environment, the planning and the organisation of the teaching process. “The room of the nature” is an integrate axis that guarantees the natural teaching. Its tools are mobile, informative, different and numerous. In the “room” there are a lot of material about plants, animals and nature, games, corners of the light, the sand and relax, the library, the Internet, etc. Teachers organise the educational projects that show the peculiarities of the region; use the integrate activities with art, mental development and etc. It is important to collaborate with the school because common studies help to find the teaching (learning) gaps. In the article there is a project of the kindergarten “room” with activities of the nature study for one year. The equipment of the separate “nature room” guarantees wider, more creative, more informative space for the development of children`s understanding about the nature. Key words: principle of teaching, the integration of rooms for games and activities, peculiarity of the region, technologies of teaching (learning), natural environment of teaching.
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Ji, Qiong. "Readability Evaluation of Books in Chinese as a Foreign Language Using the Machine Learning Algorithm." Mobile Information Systems 2022 (September 7, 2022): 1–8. http://dx.doi.org/10.1155/2022/5957566.
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The arrival of the boom of teaching Chinese as a foreign language (TCFL) and personalized learning has led to a sharp increase in the demand for the Chinese language reading material. There are numerous reading materials available in Chinese for foreign students and learners to read and evaluate. The high-quality TCFL reading materials with reasonable arrangement can provide convenience for learners with different reading comprehension, interpretation abilities, and levels to master a language more quickly. Therefore, this study carries out an automatic readability assessment of books in Chinese as a foreign language. This paper comprehensively considers the factors affecting the difficulty of reading materials from the perspective of Chinese ontology based on the existing readability assessment research. Using natural language processing and a database management system to extract the features of books in Chinese as a foreign language, the text readability is evaluated with a statistical machine learning algorithm. The model is optimized by feature selection and sorting feature selection technology. The packaging feature selection technology is introduced to optimize the algorithm performance. The feature sets and each independent feature in the three dimensions of word meaning, part of speech, and discourse were optimized by the machine learning regression model based on certain evaluation indexes. Moreover, this work examined that the regression model is effective at identifying and recommending simpler textbooks for learning with difficult foreign language materials. For high-proficient learners, this approach significantly improves performance and measurement efficiency of reading books.
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Marasan, Rohani Binti, Andrew Lim, Dg Norizah Ag Kiflee@Dzulkifli, and Colonius Atang. "Exploring the Natural Attributes of Principals as Educational Leaders." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 3 (March 8, 2021): 365–76. http://dx.doi.org/10.47405/mjssh.v6i3.725.
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This study sought to explore the leadership of principals as educational administrators based on their natural attributes. The excellence in the actions of principals as educational administrators will serve as the determining factor for the success of a school across nine fields listed in the Malaysian School Principals Competency Standards. This success is mainly driven by the natural attributes of principals’ leadership in influencing the processes and behaviour of teachers in the delivery of education. This study also explores leadership issues and problems that are still of current interest. Principals’ competency levels in executing leadership still show that teachers are constrained by numerous flaws particularly in the teaching and learning in schools. Such conditions are often mirrored in schools with poor leadership display by Principals who are bent on putting off planned educational programmes. This qualitative study was done as a single case study. Qualitative data obtained via interviews with 10 informants in school formed the research case. The interviews were semi-structured and were analysed manually using category classification. The interviews explained the natural attributes reflected via Principals’ leadership orientation to answer the issues in this study. The findings of this study shall serve as additional elements in the process of selecting and placing Principals, as well as be developed as a guide for educational administrators desiring effective and quality leadership orientation for managing and administrating schools in Sabah. This study is of importance as it contributes additional knowledge in the fields of education and human resource for the benefit of other researchers.
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Thornton, Alex, and Tim Clutton-Brock. "Social learning and the development of individual and group behaviour in mammal societies." Philosophical Transactions of the Royal Society B: Biological Sciences 366, no. 1567 (April 12, 2011): 978–87. http://dx.doi.org/10.1098/rstb.2010.0312.
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As in human societies, social learning may play an important role in shaping individual and group characteristics in other mammals. Here, we review research on non-primate mammals, concentrating on work at our long-term meerkat study site, where longitudinal data and field experiments have generated important insights into the role of social learning under natural conditions. Meerkats live under high predation pressure and occupy a difficult foraging niche. Accordingly, pups make extensive use of social information in learning to avoid predation and obtain food. Where individual learning is costly or opportunities are lacking, as in the acquisition of prey-handling skills, adults play an active role in promoting learning through teaching. Social learning can also cause information to spread through groups, but our data suggest that this does not necessarily result in homogeneous, group-wide traditions. Moreover, traditions are commonly eroded by individual learning. We suggest that traditions will only persist where there are high costs of deviating from the group norm or where skill development requires extensive time and effort. Persistent traditions could, theoretically, modify selection pressures and influence genetic evolution. Further empirical studies of social learning in natural populations are now urgently needed to substantiate theoretical claims.
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SKYBA, V., M. HANCHUK, N. VOZNIUK, and O. LIKHO. "INTERACTIVE GIS-MAPS IN TEACHING ENVIRONMENTAL SCIENCE DISCIPLINES." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 6, 2022): 408–22. http://dx.doi.org/10.31494/2412-9208-2022-1-2-408-422.
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The authors propose a selection of interactive GIS-applications, oriented to be used in the educational process in the training of environmental specialists. Most of the web-resources presented in the text of the publication have been developed by environmental organizations and communities of scientists on the basis of legislative norms, international treaties and conventions; their key objective is to generalize approaches and methods of environmental data processing. Products of remote sensing of the Earth's surface allow a teacher to visualize the global nature and technogenic processes and phenomena, to determine local pollution hotspots and parameters of environmental changes, to model possible ecological risks and consequences of their influence on natural ecosystems. The use of interactive maps has a number of advantages over the presentation of data in classical form, the main ones being the systematic perception of many environmental problems, visualization of analytical information, awareness of the interdependence of connections between different components of the biosphere. The analysis of each GIS-map makes it possible to assess the scale and duration of the process/phenomenon, which is often impossible in mathematical processing of statistical data and their graphical representation (for example, comparison of the percentage of afforestation of different regions of Ukraine and comparison of the same indicators with the data of forest cover for European countries). In this way, the traditional inductive method of perception of information is fully replaced by the teacher with a deductive one. In contrast to traditional teaching methods, the use of this interactive approach allows to combine or compare at once such general scientific methods of scientific knowledge as analysis and synthesis, from empirical methods of scientific research – comparison and generalization. It should also be noted that when creating cases on the basis of GIS-maps, higher education applicants can work with actual data in real time, and when working with information apply the knowledge previously obtained during the study of other disciplines, which is essential when implementing the cross-disciplinary approach laid down in the structure of links between the educational components of BP 101 Ecology. Interactive GIS-technologies can be used as methodological support when teaching lecture material, conducting practical classes, carrying out independent work, conducting research work. Key words: GIS-maps, interactive teaching methods, data search, analysis and synthesis, information visualization.
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Gultom, Monika, and Ruth Naomi Nancy Wompere. "PENGEMBANGAN KETERAMPILAN BERPIKIR KRITIS MELALUI STORYTELLING BAGI CALON GURU BAHASA INGGRIS DI FKIP UNCEN." JURNAL PENGABDIAN PAPUA 5, no. 1 (March 3, 2021): 29–33. http://dx.doi.org/10.31957/.v5i1.1581.
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This community service activity aims to introduce innovative English teaching methods Storytelling in English learning to prospective English teacher students in the FKIP UNCEN English Language Study Program to be better prepared and trained in developing English learning that is able to integrate the three aspects of educational taxonomy, namely cognitive, affective, and psychomotor. In learning using Storytelling conditions, storytellers have to be more creative using the language focus in telling stories they read to students and at the same time asking questions that are able to stimulate students to think critically using the target language correctly in order to create the meaningful interaction and natural learning environment between both the storytellers and their listeners. The specific purpose of this activity is to introduce the use of Storytelling in teaching and learning English classroom in the context of the foreign language teaching and learning, and how it is managed to build a learning atmosphere to support the development of target language skills as well as learners’ critical thinking skills through classroom interaction in the form of dialogue and questions given by speakers. This community service activity involved students of the VII semester English language study program who take the Curriculum and Material Development course, conduct for about six month including the selection and deepening of the story that will be used for storytelling, a list of questions that have the potential to stimulate critical thinking skills, enrichment story material, implementation of community service activities, and seminars as a result of community service activities. This activity is useful for the readiness of prospective English teacher students in the English Education Study Program FKIP UNCEN in applying their knowledge and knowledge after completing their studies. Keywords: Critical Thinking Skills; Storytelling; Prospective English Teacher
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Falcão, Milton de Sousa, Francisca das Chagas Oliveira, Glaziane Soares Alvarenga, and Emannuel Sousa Elizeu Osório. "Approach of the Natural Sciences in webinars for guidance and coping the pandemic of COVID-19." Research, Society and Development 9, no. 12 (December 13, 2020): e4091210705. http://dx.doi.org/10.33448/rsd-v9i12.10705.
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The advent of the COVID-19 pandemic brought changes to world education thanks to the adoption of measures of social isolation; the use of digital resources proved to be the most viable immediate solution for the continuity of teaching, but there are also problems such as the need for different didactic-pedagogical strategies wieldy of motivating students and teachers. The use of webinars as a complementary communication and guidance resource has proved to be a promising tool. Issues related to living with COVID-19 that combine their discussions with high school curriculum represent an important contribution to the construction of a contextualized knowledge base and, based on this observation, this study proposed to evaluate the presence of contents in the area of natural sciences and its technologies in COVID-19 webinars. A survey with the online video-sharing platform was carried out aiming to search for webinars on COVID-19 containing themes contained in the specific competences of natural sciences and their technologies for high school and how much these items were emphasized. The selection of the videos was made by analyzing what the title, keywords and their summary suggest. Biology, physics and chemistry have a great prominence and expert speakers with extensive experience in the area in which they work and great ability to expose the theme and the ability to clarify doubts have made webinars a valuable motivational approach to specific knowledge related to common national curriculum base - BNCC, as they involve community participation, in different contexts and using different digital technologies in conjunction with the contextual theme COVID-19.
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Luckmann, Cristiane Borba, and Natalia Aparecida Soares. "A EVOLUÇÃO BIOLÓGICA NA PERSPECTIVA DE ESTUDANTES DO CURSO DE CIÊNCIAS BIOLÓGICAS DA UNIVERSIDADE FEEVALE." Revista Prâksis 1 (February 15, 2019): 243. http://dx.doi.org/10.25112/rpr.v1i0.1692.
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A evolução biológica é amplamente mencionada nos documentos norteadores da educação nacional, inclusive sendo citada como eixo unificador dos conteúdos de Ciências Naturais. No entanto, observaram-se em investigações científicas que ainda são latentes as barreiras epistemológicas e didáticas para o ensino de evolução. Diante deste cenário, buscou-se, através deste estudo, analisar as concepções e saberes científicos de estudantes do curso de Ciências Biológicas da Universidade Feevale acerca da evolução biológica, seleção natural e diversidade de espécies, identificando as principais influências formadoras dessas opiniões, realizando uma análise comparativa entre as concepções de ingressantes e egressos do curso, com o objetivo de verificar a construção do conhecimento científico na graduação. Como metodologia, optou-se por uma abordagem quanti-qualitativa exploratória, através da coleta de dados com o uso de questionários semiestruturados, adaptados de pesquisas recentes. O grupo analisado foi composto por 39 estudantes, sendo 15 ingressantes e 24 egressos, a maioria bacharel (60%). Através dessa pesquisa, constatou-se que os estudantes apresentam entendimento incipiente acerca da temática, com concepções errôneas de evolução biológica e seleção natural. Os resultados, de forma geral, demonstraram que os alunos compreendem a Biologia Evolutiva como um conjunto de processos que permitem a melhoria e/ou aprimoramento de características anatômicas e fisiológicas dos organismos vivos. Observou-se, ainda, que as concepções sobre a teoria evolucionista são influenciadas pelos preceitos religiosos dos estudantes, onde há constante dicotomia entre ciência e religião e diretamente ligados ao ensino deficiente da temática na educação básica. Considera-se pertinente o fomento de discussões sobre a história da ciência e suas contribuições diretas para o desenvolvimento da sociedade contemporânea, acredita-se que este debate possa corroborar para amenizar alguns conflitos culturais apresentados por alguns estudantes que entendem a evolução como oposta às suas convicções pessoais.Palavras-chave: Biologia evolutiva. Ensino de ciências naturais. Concepções. Ensino superior. Ciências biológicas.ABSTRACTBiological evolution is widely mentioned in guiding documents of the national education, including being cited as unifying axis of the contents of the Natural Sciences. However, it was observed in scientific investigations they are still latent the barriers epistemological and didactic for the teaching of evolution. In this scenario, we sought through this study to analyze the conceptions and scientific knowledge of students in the course of Biological Sciences of Feevale University about biological evolution, natural selection and species diversity, identifying the main forming influences of these opinions, performing a comparative analysis between the conceptions of beginners and graduates of the course, with the objective of verifying the construction of scientific knowledge in the graduation. As a methodology we chose a exploratory quantitative-qualitative approach, through the collection of data with the use of structured questionnaires, adapted from recent searches. The analyzed group was composed of 39 students, being 15 beginners and 24 graduates, the majority bachelor (60%). Through this research, we found that the students have an incipient knowledge about the theme, with misconceptions of biological evolution and natural selection. The results, in general, have demonstrated that students understand the Evolutionary Biology as a set of processes that allow the improvement and/or enhancement of anatomical and physiological characteristics of living organisms It was also observed that the conceptions of evolutionary theory are influenced by religious precepts of students, where there is constant dichotomy between science and religion and are directly related to a deficiency at the teaching this topic in basic education. It is pertinent the promotion of discussions on the history of science and its direct contributions to the development of contemporary society, it is believed that this debate can corroborate to alleviate some cultural conflicts presented by some students who understand the evolution as opposition to their personal convictions.Keywords: Evolutionary biology. Teaching of natural sciences. Conceptions. Higher education. Biological sciences.
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Martyniuk, Mykhailo, Volodymyr Mykolaiko, Oleksandr Pidhornyi, and Valentyn Khytruk. "SELECTION AND CONSTRUCTION OF THE CONTENT OF EDUCATIONAL MATERIALS OF SCHOOL NATURAL EDUCATION IN THE CONTEXT OF MODERN LEADING EDUCATIONAL PARADIGMS (ON THE EXAMPLE OF STUDYING THE BASES OF THE SPECIAL THEORY OF RELATIVITY AT SCHOOL)." Psychological and Pedagogical Problems of Modern School, no. 2(6) (November 25, 2021): 224–39. http://dx.doi.org/10.31499/2706-6258.2(6).2021.250427.
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A brief overview of the results of theoretical and experimental research on the selection and structuring of educational materials in the context of the ideas of humanization and fundamentalization of the content of school science is presented including physical education. The paper shows that when constructing the content of such educational materials, it is necessary to present them in the context of historical development and formation of relevant knowledge, and the proposed content structures provided not only scientific and integrity content of school science education but also the development of the personality of a school-age child.The specific task of this article is to substantiate the new content of teaching the basics of the special theory of relativity in general secondary education and in the methodological system of training future physics teachers. The results obtained in the process of theoretical and experimental research can be used by students of general secondary and higher pedagogical education, graduate students, teachers and methodologists.
Keywords: natural education; personality-oriented content of education; critical thinking; study of the basics of special relativity; expected (predicted) learning outcomes.
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Broder, E. Dale, Lisa M. Angeloni, Stephanie Simmons, Sarah Warren, Kaitlin D. Knudson, and Cameron K. Ghalambor. "Authentic Science with Live Organisms Can Improve Evolution Education." American Biology Teacher 80, no. 2 (February 1, 2018): 116–23. http://dx.doi.org/10.1525/abt.2018.80.2.116.
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Evolution education in the United States remains controversial and challenging. This is in part due to the difficulty educators face when trying to overcome students' preexisting beliefs about evolution, which can bias assimilation of information and inhibit learning. We propose that the most effective way to overcome such belief persistence is through an engaging, hands-on inquiry approach that mimics the scientific process used to study evolution. Although this teaching approach, known as authentic science, has gained recognition for its effectiveness in the classroom, it has not been widely applied to teach evolution. We describe how an authentic science approach can be used to teach evolution by natural selection, and provide a formula for the development of such programs. Following this blueprint, we developed a program using Trinidadian guppies and implemented it in 7th grade classrooms in Colorado. Pre- and post-program assessments revealed significant increases in both the understanding and acceptance of evolution among participants. Authentic science experiments using locally adapted populations of live organisms may be able to overcome belief persistence and improve student understanding of evolution.
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Hemphill, Michael A., Emily M. Janke, Barrie Gordon, and Haley Farrar. "Restorative Youth Sports: An Applied Model for Resolving Conflicts and Building Positive Relationships." Journal of Youth Development 13, no. 3 (September 18, 2018): 76–96. http://dx.doi.org/10.5195/jyd.2018.603.
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When handled effectively, conflict provides opportunities to strengthen relationships and assist youth in developing peaceful conflict resolution skills. Sport participation is one context in which youth develop skills and encounter conflict. The purpose of this study was to develop an applied model that addresses conflict resolution in sport-based youth development programs. Using qualitative interviewing, a community-engaged approach guided the selection of participants and data analysis. We used the models of restorative practice and Teaching Personal and Social Responsibility (TPSR) through sports to guide our study. Following interviews with a variety of community partners, we found that the values of sport are often in conflict with restorative practices. However, a relational approach such as TPSR aligns well with the values of restorative practices. Based on our findings, an applied model was developed to illustrate how restorative practice can be utilized in a sport context. The Restorative Youth Sports (RYS) model recognizes that conflicts and tension are natural and inherent to all relationships. When handled appropriately, conflict provides opportunities to strengthen relationships. Youth sport provides a unique context where youth are presented with problems and conflicts to solve and promote healthy relationships among youth.
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Chiknaverova, Karine. "THE DEVELOPMENT OF STUDENTS` SELF-REGULATION AS A MEANS TO FOSTER FOREIGN LANGUAGE ACQUISITION." Encuentro Journal 27 (April 17, 2018): 80–95. http://dx.doi.org/10.37536/ej.2018.27.1895.
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Teaching a foreign language to young adults outside its natural reach can only be effective if it relies on consciousness raising methods. The key element in conscious language acquisition is learners` self-regulation. However, both the theory and practice of foreign language teaching do not put enough emphasis on developing the corresponding self-regulatory skills of learners in the process of teaching foreign languages at university. The problem of applying the general theoretical knowledge of self regulatory mechanisms to foreign language acquisition by university students needs further investigation. Thus, the article focuses on the mechanisms of self-regulation that are more applicable to foreign language acquisition, as well as ways to implement methods of teaching in reliance on the corresponding self-regulation mechanisms, selecting and adjusting relevant diagnostic tools in order to measure the components of self-regulation and the effect of fostering self-regulation on the development of students` foreign language competencies. The methods of the study embrace psychological diagnostics adjusted to the process of language acquisition as well as statistical interpretation of the data. The article concludes that the experiment with University students helped ascertain and confirm the effectiveness of particular ways of teaching a foreign language (English) targeting students` self-regulation and, thus, optimizing and accelerating the process of foreign language acquisition.
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Galonsky, V., V. Chernov, R. Susloparova, and A. Gradoboev. "The Importance of Teaching History of Prosthetic Dentistry for Future Dentists’ Personality Formation." Medical University 2, no. 2 (June 1, 2019): 31–35. http://dx.doi.org/10.2478/medu-2019-0006.
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Abstract Currently in the modern pedagogical process at a higher medical institution, teachers often shift emphasis towards the new technologies and methods for treating diseases. In this case, classical techniques, their development, and scientists who influenced the formation of orthopaedic dentistry are undeservedly downplayed in the training process. In order to preserve the interest of dental students in the historical process, it is necessary to teach the material taking into account modern processes that occur in orthopaedic dentistry. We searched for materials on the history of prosthetic dentistry in the scientific and historical literature. A special attention was paid to those moments of history that had been reflected in the present through modern materials, schools or methods of treating patients. After the selection of the materials and their discussion, the teaching staff of the KrasSMU Department-Clinic for Prosthetic Dentistry made proposals regarding each of the nine training cycles. In each study cycle, we included some information about historical moments and personalities that are known to be important for students’ moral education and learning. Specifically, we used information taken from the scientific and historical literature, autobiographies, memoirs of contemporaries, and presentations containing material suitable for assimilation. Thus, we managed to naturally include the history of prosthetic dentistry into the educational process. The applied approach to teaching the history of medicine had many positive aspects. Following up the development of views on various prosthetic dentistry issues allowed us to provide a more natural introduction to complex clinical disciplines. We emphasized the scientific experience continuity and the interdisciplinary approach to professional issues. A number of positive moral and ethical qualities were discussed that have allowed scientists to achieve significant results in their activities. Through the demonstration of domestic scientists’ achievements, we carried out promotion of patriotism among the students. Considering the above advantages, we emphasize the importance of teaching the history of prosthetic dentistry in educating future dentists.
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Oliveira, Elizabeth de Souza, and Marizete Lucini. "The ideal republican man: teaching “Brazilian things”, useful values and their colonizing aspects." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (May 30, 2021): e12428. http://dx.doi.org/10.20952/jrks2112428.
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In this article, we will analyze the narratives about the natural resources indicated as conducive to cultivation in Brazilian soil present in the reading book Cousas Brasileiras (1896) as instructors of useful knowledge for the ideal republican man between 1890 and 1896. Therefore, we will dialogue from decolonial concepts and, when selecting the speeches, we will carry out the analyzes to highlight the educational purposes of the period that were immersed in liberal ideas, intending to point out the ideal citizen. With this, when developing the study we will present the effort undertaken by the author to form modern values that are directly linked to the formation of the colonizing aspects. Situating within the scope of qualitative research in Education, of documentary type, with procedures for discourse analysis, thus, we will demonstrate how the formation of the values of modernity was inherent to the formation of the colonizing aspects as an initiative of political-ideological affirmation for the development of Brazilian nationality and its economic progress.
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Fasinu, George Vojo, and Busisiwe Precious Alant. "University electronics engineering students’ approaches of integrating mathematical ideas into the learning of physical electronics in basic electronics." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 1 (January 6, 2023): em2214. http://dx.doi.org/10.29333/ejmste/12797.
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The limited knowledge of mathematical ideas and the high dropout rate of students in the schools of engineering throughout the country each year is alarming. One of the reasons attributed to this high failure rate is the students’ inability to integrate and apply the main mathematics constructs covered in the engineering courses. In this regard, this paper takes as its point of departure that the integration of mathematical concepts in engineering courses is unavoidable, particularly, in physical electronics. It gives credence to the objectives of engineering courses, that students should be able to interpret mathematics during design, apply appropriate technology to solve natural and man-made problems, evaluate engineering solutions, and appreciate a broad spectrum of knowledge. It thus argues for the use of a practical pedagogical multidisciplinary integrative model in the learning and teaching of engineering courses. The focus of the paper is on electronic engineering students’ knowledge of the mathematical ideas adopted and how the students blend and integrate advanced mathematics into their learning of physical electronics in a basic electronics course. The participants report that certain strategies are adopted when integrating mathematical concepts into the teaching and learning of physical electronics. These include Identification of the problem, selection of appropriate mathematical ideas, the analysis of the problem mathematics concepts, recognizing the degree of the mathematics concepts usage during integration, memorization method and the final result of interdisciplinary integration. This study was carried out using a qualitative approach of data collection in order to report a naturalistic view of the 15 electronics engineering students learning physical electronics as a course.
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Ndeze, Jean Claude. "Analysis of syntactic errors made by intermediate English learners and the impact of their treatment on the learning progress." KIBOGORA POLYTECHNIC SCIENTIFIC JOURNAL 1, no. 1 (March 24, 2018): 47–61. http://dx.doi.org/10.33618/kpscj.2018.01.008.
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This study is an extension of previous researches on fundamental syntactic errors which intermediate English learners make in their English writing. It aims at investigating sources of syntactic errors and how they affect the language learning progress. 82 secondary school students were subjected to two free written 350-word essay tests to back up possible sentence structure errors they make. The questionnaire was also administered to elicit opinions as to what are the error causes and reactions to error treatment strategy. 3647 syntactic errors were pinpointed and classified under four categories: selection, omission, addition and ordering errors. The findings reveals that selection errors outrank the forefront occurring frequently more than other errors (51.93%). Omission errors positionon on the second (26.92%). The next error category visible in learners’ English writing is addition errors cover 13.40% out of 3647 errors computed. The last category is misodrering errors (7.73%). The most predominant errors in all language areas are wrong verb form, wrong choice of verb tense, tense marker omission or unnecessary tense marker addition as well as subject-verb agreement errors. It appears that tenses and verbs are the major problematic areas. Yet not all syntactic errors are the same for all English learners. The major sources of the above errors include rules over-generalizations, language transfer, poor motivation and practices, inherent natural complexity of the language, problem of language input and most importantly error treatment among others. The implications for language teachers are obvious. There is need for a change, for instance, in the techniques with which learners should be exposed to language input, predictable order of materials in Language teaching and new approaches to error treatment
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Rianti, Rianti, Ika Nurjanah, Dewi Latifah, Nisa Alifah, and Aas Asyiah. "Freedom Learning on Early Childhood Education: Implementation of STEAM Method with Loose Parts Media." Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 7, no. 2 (October 5, 2022): 99–108. http://dx.doi.org/10.14421/jga.2022.72-05.
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Purpose – This study aims to describe and analyze the teacher's experience in implementing independent learning using the STEAM (Science, Technology, Engineering, Art and Mathematic) method made from loose parts, namely by creating a fun education so that students can be actively involved in increasing children's creativity, so children's development aspects can develop well.Design/methods/approach – This study uses a qualitative descriptive method. The data analysis technique uses data collection, display, reducing data, and drawing conclusions. We are collecting data using observation, interviews, and documentation. The research subjects were teachers and children of group B of Nurul Iman Kindergarten.Findings – The study findings are in the form of loose parts media used by TK Nurul Iman's teacher in learning with the STEAM method, namely the selection of loose parts material using natural materials such as playing with sand, arranging leaves into necklaces, writing with water on the wall, arranging letters using pieces leaves above the ground. By using loose parts media, aspects of children's development will be achieved, including the artistic aspect: children can make pictures on the sand. Social-Emotional: children have behavior that reflects the attitude of self-confidence, caring, and empathy. Religious and moral values: children can name objects created by God. Language: the child can arrange the pieces of the leaf into a word. Cognitive: children can conceptualize numbers with sand and leaves. Physical motor: children can write using a stick and water on the school wall.Research implications/limitations – The study focuses on implementing independent learning using loose parts media with the STEAM method in students' learning process with natural materials, which have implications for children's development and independent learning.Practical implications – The study can be an additional reference for teachers in developing loose parts of teaching media to implement independent learning.Originality/value – This study provides an in-depth understanding of liberating early childhood by using STEAM loose part media.Paper type: Research paper
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Macdonald, Maritza, David Silvernail, Natasha Cooke-Nieves, Sharon Locke, Aline Fabris, Nakita Van Biene, and Michael J. Passow. "How museums, teacher educators, and schools, innovate and collaborate to learn and teach geosciences to everyone." Terrae Didatica 14, no. 3 (September 28, 2018): 271–76. http://dx.doi.org/10.20396/td.v14i3.8653525.
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Natural History museums are well known and even famous for the multiple educational opportunities they offer to the public, which includes international visitors, and students and schools. This paper introduces a new role for museums, as sites for the education and certification of new science teachers. In 2017, the American Museum of Natural History (AMNH) completed evaluation of its initial six years as the first museum-based Master of Arts in Teaching (MAT) Earth science program in the USA. The program was conceptualized in response to multiple levels of local and national education policies, and the still cur-rent need to improve Earth science education for all students, especially those designated ‘at-risk.’ Race to the Top (RTTT) in New York State and the National Commission on Teaching for America’s Future had been call-ing for the reconceptualization of teacher education for several years. MAT began as a pilot program authorized by NYS, the result of a competition for inno-vation in the design of programs outside the traditional university structures that corre-sponded to areas of need (at the inter-section of the sciences and quality education for New English Learners and students with learning disabilities). In developing the museum-specific part of the program, theoretical perspectives from research on Strands of Learning Science in Informal In-stitutions, Spatial thinking, and Place-based Learning. Also the selection of candidates required background in one of the Earth Science fields. In addition, scientists and curators became part of the faculty and directed the field and laboratory residencies at the end of the school year and before beginning to teach in schools. After three years, the pilot was fully authorized to grant its own degrees. The institution operates on multiple levels: it is a teaching residency program that awards degrees, maintains strong partnerships with schools, is a member of the network of Independent Colleges and Universities in New York State, and provides on-site graduate courses for other col-leges and universities on the educational role of, and research on, informal learning in science institutions. The museum is at the heart of the program’s design. Courses include research on learning in museums, pedagogical content knowledge re-garding science, and experiential residencies geared toward preparing candidates to teach in both museums and public schools, as well as conduct independent and team science research. Courses are co-taught by scientists and educators, and are designed to use museum exhibitions and resources, including current and past scientific research, technology, and online teaching tools in order to facilitate instruction, demonstrate the nature of science, and com-plement science with cultural histories that highlight the role of science in society. Evaluation evidence indicates the program has been successful in pre-paring teachers to teach in high-needs urban schools in New York State. An external-impact quanti-tative study by NYU, focused on student performance on the standardized New York State Earth Science Regents Examination, indicated that (1) students of MAT graduates are doing as well as students taught by other Earth science teachers with similar years of experience in New York City; and (2) demographically, MAT teachers instruct a higher percentage of students with lower economic and academic profiles. This paper focuses on how the program design utilizes all aspects of a natural history museum to offer the science museum community, teacher educators, and policy-makers new approaches for the preparation of teachers and the education of their students.
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Isti`anah, Isti`anah, Dini Hadiarti, and Tuti Kurniati. "THE DEVELOPMENT OF NATURAL CHEMICAL SUPPLEMENTARY BOOKS BASED ON LOCAL CONTENT ON PREMNA GENUS PLANTS AS ANTIMICROBIAL." Jurnal Pendidikan Matematika dan IPA 10, no. 2 (July 19, 2019): 39. http://dx.doi.org/10.26418/jpmipa.v10i2.25845.
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Natural Chemistry Learning Resources in the form of PowerPoints, scientific journals and books have not accommodated the needs of students. This research aims to provide natural chemical supplement books on the Premna genus as a source of antimicrobial metabolites that are feasible to use based on aspects of validity and practicality. The development model utilized in this study is the Dick and Carey model which includes: identifying learning objectives, analyzing learning, analyzing learners and contexts, formulating specific learning goals, developing assessment instruments, developing learning strategies, developing and selecting teaching materials, designing and developing formative evaluation, and revising the product. The researcher applied research techniques in the form of interviews and observations. The tools used in this research were interview guidelines, student and lecturer response questionnaires, and practice questions in groups. Based on the results of the assessment by material experts and media specialists, this teaching material has a validity value of 91.6% and the practicality of individual trials is 84.51% and small group trials are 76.39%.ABSTRAKPembelajaran Kimia Bahan Alam terdapat sumber belajar berupa powerpoint, jurnal ilmiah dan buku belum mengakomodir kebutuhan mahasiswa. Penelitian ini bertujuan untuk menghasilkan Buku suplemen Kimia Bahan Alam Pada Tanaman Genus Premna Sebagai Sumber Metabolit Antimikroba yang layak digunakan berdasarkan aspek kevalidan dan kepraktisan. Model pengembangan yang digunakan dalam penelitian ini adalah model Dick and Carey meliputi: mengidentifikasi tujuan pembelajaran, melakukan analisis pembelajaran, menganalisis pembelajar dan konteks, merumuskan tujuan pembelajaran khusus, mengembangkan instrumen penilaian, mengembangkan strategi pembelajaran, mengembangkan dan memilih bahan ajar, merancang dan mengembangkan evaluasi formatif, dan melakukan revisi produk. Teknik yang digunakan meliputi wawancara dan observasi. Alat yang digunakan adalah pedoman wawancara, angket respon mahasiswa dan dosen serta soal latihan dalam kelompok. Berdasarkan hasil penilaian oleh ahli materi dan ahli media memiliki nilai kevalidan sebesar 91,6% dan kepraktisan uji coba perorangan sebesar 84,51% serta uji coba kelompok kecil sebesar 76,39%.Kata Kunci: Antimikroba, Buku suplemen, Dick and Carey, Tanaman Genus Premna.
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Van Praagh, Richard. "The Story of Dr Stella (1927-2006)." World Journal for Pediatric and Congenital Heart Surgery 10, no. 1 (January 2019): 125–28. http://dx.doi.org/10.1177/2150135117705639.
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A life of professional caring, research, teaching, and inspiration—this is the legacy of Dr Stella Zacharioudaki Van Praagh, MD. Among her many outstanding contributions, only a few are recorded here: (1) a new surgical operation for closing apical muscular ventricular septal defects, (2) a newly discovered form of anomalous pulmonary venous drainage and its surgical repair, (3) a new understanding of sinus venosus defects and their surgical repair, (4) the realization that the concept of atrial-level isomerism (mirror-imagery) in the heterotaxy syndromes of asplenia, polysplenia, and single right-sided spleen is erroneous, (5) the understanding that it is possible to diagnose the atrial situs in the majority of cases of the heterotaxy syndromes, and (6) the fact that the concepts of evolution, natural selection, and survival of the fittest were described by Empedocles, an ancient Greek philosopher, in the fifth century bc, and that these concepts were not discovered and published for the first time by Charles Darwin and Alfred Russell Wallace in the 19th century (1858 ad). Dr Stella was conversant with ancient Greek and read it frequently in an ancient Greek study group that she headed. Dr Stella translated from ancient Greek into English a portion of Aristotle’s The Physics in which Empedocles’ understanding is cited at length. There is no doubt about what Empedocles thought.
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José Bladimir Garcés Ortiz. "La enseñanza y el aprendizaje de las Ciencias Naturales con la aplicación del e-learning." GACETA DE PEDAGOGÍA, no. 43 (September 30, 2022): 191–207. http://dx.doi.org/10.56219/rgp.vi43.959.
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El internet facilita el desarrollo del aprendizaje a distancia, incorporando los aspectos de autoformación, relacionados con el aprendizaje colaborativo. El objetivo del artículo es establecer los efectos de la enseñanza y aprendizaje de las Ciencias Naturales con la utilización del e-learning, el cual se concluyó que los docentes deben manejar los nuevos modelos de aprendizaje con el uso de e-learning, empleando estrategias innovadoras que comprueben sus competencias laborales como docentes innovadores favoreciendo la enseñanza y aprendizaje de las Ciencias Naturales por parte de los estudiantes. La educación, en Colombia es un mecanismo esencial para lograr adelantos importantes en mejorar las condiciones de vida de sus ciudadanos y en la estabilidad de una nación. El presente estudio es documental, la exploración inicial permitió recopilar 1.200 resultados, de todos ellos sólo se escogieron 12 (citas que se especifican en el desarrollo del trabajo), una vez sometidos a los criterios de selección. Los documentos seleccionados se identificaron a través de una búsqueda de documentos en las siguientes fuentes electrónicas: Dialnet, Scielo, Google Académico entre el 2000 – 2021. El estudio concluyó que el e-learning presenta la capacidad de adaptación a la diversidad, y a mejorar el proceso de enseñanza y aprendizaje de las Ciencias Naturales.
ABSTRACT
The internet facilitates the development of distance learning, incorporating self-training aspects related to collaborative learning. The objective of the article is to establish the effects of the teaching and learning of Natural Sciences with the use of e-learning, which concluded that teachers must handle the new learning models with the use of e-learning, using innovative strategies. that prove their job skills as innovative teachers favoring the teaching and learning of Natural Sciences by students. Education in Colombia is an essential mechanism to achieve important advances in improving the living conditions of its citizens and in the stability of a nation. The present study is documentary, the initial exploration allowed to collect 1,200 results, of all of them only 12 were chosen (citations that are specified in the development of the work), once submitted to the selection criteria. The selected documents were identified through a search for documents in the following electronic sources: Dialnet, Scielo, Google Scholar between 2000 - 2021. The study concluded that e-learning presents the ability to adapt to diversity, and to improve the teaching and learning process of Natural Sciences.
Key words: Sciences, teaching, e-learning
RÉSUMÉ
Internet facilite le développement de la formation à distance en intégrant des aspects d'autoformation liés à l'apprentissage collaboratif. L'objectif de l'article est d'établir les effets de l'enseignement et de l'apprentissage des sciences naturelles avec l'utilisation de l'apprentissage en ligne, qui a conclu que les enseignants doivent gérer les nouveaux modèles d'apprentissage avec l'utilisation de l'apprentissage en ligne, en utilisant des stratégies innovantes qui prouvent leurs compétences professionnelles en tant qu'enseignants innovants favorisant l'enseignement et l'apprentissage des sciences naturelles par les étudiants. L'éducation en Colombie est un mécanisme essentiel pour réaliser des avancées importantes dans l'amélioration des conditions de vie de ses citoyens et dans la stabilité d'une nation. La présente étude est documentaire, l'exploration initiale a permis de recueillir 1 200 résultats, de tous seuls 12 ont été retenus (citations précisées dans le développement de l'ouvrage), une fois soumis aux critères de sélection. Les documents sélectionnés ont été identifiés grâce à une recherche de documents dans les sources électroniques suivantes : Dialnet, Scielo, Google Scholar entre 2000 et 2021. L'étude a conclu que l'apprentissage en ligne présente la capacité de s'adapter à la diversité et d'améliorer le processus d'enseignement et d'apprentissage. des sciences naturelles
Mots clés : Sciences, enseignement, e-learning
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Lamekhova, Elena A., and Yuri G. Lamekhov. "Methodology for studying the «Struggle for existence» topic within the university course «Theory of Evolution»." Samara Journal of Science 9, no. 3 (November 20, 2020): 268–74. http://dx.doi.org/10.17816/snv202093305.
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The paper discusses a methodology for studying one of the most complex phenomena in the organic world struggle for existence within the course Theory of Evolution at a pedagogical university. The study of information about the history of development and the formation of evolutionary concepts shows that the discovery of the factors of the organic world evolution is one of the outstanding achievements in the development of biology. In the 20th century, scientific knowledge about the causes of the evolutionary process expanded and together with the material factors of evolution discovered by Charles Darwin stand out as follows: mutation process, dynamics of the number of organisms, isolation, migration, struggle for existence and natural selection. The modern level of struggle for existence theory development is based on achievements in the field of ecology and evolutionary biology and proves that this factor of evolution really exists. The developed methodology for studying this topic includes the content of the course program, a list of questions for study, recommendations for laboratory studies and independent observations in nature. Since the course is studied in the 5th year, it relies on students knowledge from other biological courses as well as on the skills they develop. The course contains the use of elements of partial search and research methods (laboratory work, observations in nature) of teaching with options for conversation, comparison of different points of view, etc. The proposed variant of studying the Struggle for Existence topic will contribute to the high-quality training of students prospective teachers of biology.
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Utomo, Budi, Roostantia Roostantia, and Indri Safitri. "Analisis Faktor yang Berpengaruh terhadap Tingkat Kelulusan UKDI Dokter Baru Lulusan Fakultas Kedokteran Universitas Airlangga." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 3, no. 1 (March 28, 2014): 18. http://dx.doi.org/10.22146/jpki.25193.
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Background: The average passing rate of Airlangga University School of Medicine (accredited A) graduates on the Indonesian Doctor Competence Examinations (UKDI) from Batches 1 to 17 was in the range of 90-95%, which was above the national average. The achievement, however, has declined to approximately 80-85% in Batch 23 - the last UKDI. These school’s new graduates are the product of a series of educational processes within the faculty of medicine: input in the form of student selection, educational process incorporating: educational programs, academic staff, educational resources, learning outcomes assessments, evaluation of educational programs and continuous updates, and the output which are medical doctors passing the UKDI. This study aims at exploring the factors that influence the success of newly graduated doctors to pass the UKDI. The results were expected to be used as considerations for the improvements of materials and teaching methods which referring to the National Competencies for Physician (SKDI).Method: The study was divided into two stages. Observational study design was implemented on the first stage. Second, the analytical observational cross-sectional study design was applied. The unit of analysis was derived from secondary data, a collection of documents of students studying in the School of Medicine Airlangga University and of the UKDI test scores.Results: The analysis results showed that the variable most affecting the passing of UKDI in this study was the GPA at the bachelor stage (OR = 67.44; p=0.001). The mathematical model of the logistic regression is: y = constant + a1x1 + a2x2 +..... + anxn, being y = -8.83 + 67.44 (GPA bachelor). The probability (p) of passing a new doctor of the school on the UKDI examination can be predicted using the formula: p = 1 / (1 + e-y), with e = 2.7 (natural number).Conclusion: The variable most affecting the passing of UKDI in this study was the GPA at the bachelor stage (OR = 67.44; p=0.001).
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Patel, Nitin, and Vipul D. Yagnik. "Laparoscopic colorectal cancer surgery - a prospective study of short-term outcomes of consecutive cases over 3 years." Internet Journal of Medical Update - EJOURNAL 14, no. 2 (August 3, 2021): 25–31. http://dx.doi.org/10.4314/ijmu.v14i2.5.
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This study was carried out with the objectives to study the feasibility of laparoscopic colorectal cancer resection, to observe short term outcome such as recovery parameters, oncologic safety, morbidity and mortality, and to analyze the experience of laparoscopic colorectal surgery in a teaching hospital. Between January 2007 and July 2009, all consecutive adult cases admitted to our department for colorectal cancer were assessed for eligibility. The ethical committee approved the protocol at the Sterling Hospital. Out of 31 patients,17 were males and 14 females. The mean age was 59 years. The most common clinical presentation was weight loss and altered bowel habits. Rectum (51.61%) was the most commonly involved organ followed by cecum (22.58%). - median time to liquid diet was two days (range 1-22), and a solid diet was three days (range 3-30). The median time to first flatus was two days (range 1-5), and the first stool was five days (range 3-7). The postoperative stay was eight days (range 6-30) median time to mobilization was 2.5 days. The postoperative stay is cumulative and includes patients who underwent reoperation for the anastomotic leak. The median operating time was 240 mins (range 116 – 520). The median length of incision was 6 cm (range 4 – 10 cm). The median blood loss was 170 ml. Blood loss was higher in patients with hemorrhage and tumor adhesions, and both of them were converted to open. These patients incidentally had a more extended hospital stay. The laparoscopic technique for colorectal cancer is feasible and safe. Laparoscopic colorectal surgery (LCS) is associated with short term benefits like the earlier return of gastrointestinal function and shorter length of hospital stay. From the oncologic point of view, tumor resections are adequate, taking into context numbers of lymph nodes retrieved and resectional margins in context to oncologic safety. The decreased postoperative wound infections and early recovery facilitate appropriate adjuvant therapy. Advanced laparoscopic surgery requires a team approach with proper case selection. Transvaginal delivery of specimens can give scar-less surgery and the option for assisted natural orifice surgery.
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Sousa, C. "Integrating Bioethics in Sciences’ curricula using values in science and socio-scientific issues." Multidisciplinary Journal for Education, Social and Technological Sciences 4, no. 1 (April 10, 2017): 122. http://dx.doi.org/10.4995/muse.2017.6481.
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<p>The </p><p>The main objective of the present work is selection of ethical issues that should be addressed with first year undergraduate and K-12 students.</p><p>Since K-12 Sciences’ curriculum, in Portugal, does not include bioethics content in any discipline explicitly, teachers need to make an effort to include it. Some online materials are available to use in high school classes and will be discussed.</p><p>My proposal combines inquiry learning-teaching methods with the aim of promoting the discussion of bioethics issues in accordance to UNESCO Bioethics Core Curriculum already adopted by twenty universities throughout the world (Darwish 2015). Some of the issues that are addressed are: ecology and environment ethics, infectious diseases and vaccination, water for all, intellectual property, genomes and patents, biotechnological advances (genetic modified organisms and synthesis of genomes), future generations, climate hanges and natural resources, biomedical advances and human rights, authorship and contributions in scientific publications, and biobanks.</p><p>In conclusion, this study may constitute an example to facilitate the implementation, by K-12 teachers, of active inquiry strategies, using features of science such as values and socio-scientific issues, and focused on the discussion of concrete ethical issues facing humanity. It also constitutes a proposal of integrating Bioethics in undergraduate sciences’ curricula.</p>