Journal articles: 'Phenomena-based learning'

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李, 鹏. "Automatic Recognition Method of Precipitation Phenomena Based on Deep Learning." Journal of Sensor Technology and Application 09, no. 04 (2021): 256–62. http://dx.doi.org/10.12677/jsta.2021.94031.

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Hongyim, K., and E. Brunsell. "Identifying teacher understanding of phenomena-based learning after professional development." Journal of Physics: Conference Series 1957, no. 1 (July 1, 2021): 012039. http://dx.doi.org/10.1088/1742-6596/1957/1/012039.

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Maskey, Manil, Rahul Ramachandran, and Jeffrey Miller. "Deep learning for phenomena-based classification of Earth science images." Journal of Applied Remote Sensing 11, no. 04 (September 1, 2017): 1. http://dx.doi.org/10.1117/1.jrs.11.042608.

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Imron, Ilmawati Fahmi, and Kukuh Andri Aka. "Peningkatan Kemampuan Menganalisis Fenomena Sosial dengan Penerapan Model Problem Based Learning." PEDAGOGIA: Jurnal Pendidikan 7, no. 2 (December 13, 2018): 102. http://dx.doi.org/10.21070/pedagogia.v7i2.1569.

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Conducted on the students of UN PGRI Kediri on IPS learning, found some obstacles in the practice of IPS learning that many students who play games, then when the lecturer asked questions about social phenomena in the surrounding community, students are less responsive to the problems that occur today. In learning the students do a little questioning about social phenomena, they just sit, shut up, listen and many are out of the classroom. Students' learning outcomes about social phenomena are also less satisfactory. Seen from some grades of student assignment, still at 52% or below KKM (70%). Observing the constraints, the researchers identified that the ability to analyze the social phenomenon of students on IPS learning is low, because the use of learning models that are less in accordance with the study materials of social phenomena, so that students are tired in learning and find difficulties in understanding the content and less able to analyze the causes, further impacts, and solutions of social phenomena presented by lecturers. Based on the above, the researcher intends to conduct classroom action research to improve the ability to analyze social phenomena by applying Problem Based Learning model (PBL)

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Cunningham, Billie M. "Using Action Research to Improve Learning and the Classroom Learning Environment." Issues in Accounting Education 23, no. 1 (February 1, 2008): 1–30. http://dx.doi.org/10.2308/iace.2008.23.1.1.

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To a large extent, research in business and the social sciences is based on theoretical constructs about existing organizations, phenomena, or behavior, followed by tests of hypotheses derived from these constructs. The goal usually is to describe or explain the organizations, phenomena, or behavior being studied and/or to generalize the findings to future organizations, phenomena, or behavior. Conversely, the goal of action research is to effect a desirable change within a specific social setting—one in which the researcher is an active participant. It is a value-driven, cyclical, and transformative process that uses intervention in a setting, based on observation and theoretical constructs, to alleviate an observed problem or to increase the effectiveness of a practice in the setting. This paper describes action research and provides an example of how faculty can use it to help them diminish observed classroom problems or increase the effectiveness of their classroom strategies.

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Haryadi, Rudi, and Heni Pujiastuti. "Discovery Learning based on Natural Phenomena to Improve Students' Science Process Skills." Jurnal Penelitian & Pengembangan Pendidikan Fisika 5, no. 2 (December 28, 2019): 183–92. http://dx.doi.org/10.21009/1.05214.

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The purpose of this research is to find out the science process skills of students through Discovery learning. The process of science is essential for students to have because it is the process of forming science. Science process skills can accustom students to learning through scientific work processes and systematic work. The research method uses a quasi-experiment with one group pretest-posttest design. This study does not use a comparison class, because it already uses a preliminary test so that the magnitude of the effect or effect of using discovery learning can be known with certainty. In this study, research subjects were first given a pre-test (pretest) to find out the extent of the students' initial abilities before being given physics learning by using discovery learning. After the initial test is given, then the student is given treatment, namely learning physics by using discovery learning. After completing physics learning with discovery learning, then all students are given a final test (posttest) to determine the extent of the effect of physics learning by using discovery learning on students' science process skills. The instrument used in this study was a science process skills test on the material elasticity and Hooke law, in the form of 20 multiple-choice tests and tested on 30 students in Prisma City High School. Each question evaluates aspects of conclusions, observations, identification, predictions, and interpretation of data. The results of the analysis show an increase in observational indicators from 39.95 to 66.62, concluding from 53.86 to 69.4, identifying from 36.6 to 73.3, predicting from 39.43 to 68.31 and interpreting from 73, 3 to 98.3. Based on the results of the analysis, the learning of physics-based on natural phenomena through discovery learning models can improve students' science process skills.

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Castro Garcia, Abraham, Cheng Shuo, and Jeffrey S. Cross. "Machine learning based analysis of reaction phenomena in catalytic lignin depolymerization." Bioresource Technology 345 (February 2022): 126503. http://dx.doi.org/10.1016/j.biortech.2021.126503.

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Ningrum, Epon. "LEARNING MODEL BASED ON GEOSFER PHENOMENA FOR UNDERSTANDING THE DISASTER CONCEPT." Jurnal Geografi Gea 17, no. 1 (June 14, 2017): 38. http://dx.doi.org/10.17509/gea.v17i1.5995.

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Balykbaeva, G. T., A. S. Tapalova, G. M. Abyzbekova, Sh O. Espenbetova, and K. Sh Arynova. "INORGANIC CHEMISTRY PROBLEM-BASED LEARNING." Bulletin of the Korkyt Ata Kyzylorda University 58, no. 3 (2021): 63–73. http://dx.doi.org/10.52081/bkaku.2021.v58.i3.072.

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The resolution of problem situations under the teacher’s guidance makes students compare, generalize, analyze phenomena, and not only memorize them mechanically. The processes of advancing and resolving problem situations are an unbroken chain, since when a problem is advanced, its solution begins simultaneously, which leads to the formulation of new problems. That is, a contradictory and continuous process of new scientific concepts active cognition is carried out. We see from the experience that using the methods of problem-based learning in the lessons that they promote development of cognitive activity, creative students’ independence, the formation of their worldview, intellectual development, and as a result, the improvement of the knowledge’s quality. Today, it is necessary when learning future specialists, in addition to the implementation of existing educational state standards in this specialty, to focus on the development of their creative qualities, creative thinking, which, ultimately, will promote to the formation of highly professional competent personnel.

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Kaldybaeva, Aichuruk, and Gulnur Dzhumagulova. "PROBLEM LEARNING AS AN ACTIVE LEARNING METHOD." Alatoo Academic Studies 20, no. 1 (January 30, 2020): 18–24. http://dx.doi.org/10.17015/aas.2020.201.02.

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Active learning technologies include problem-based learning. It is based on the solution of a problem or task. In a broad sense, a problem is a complex theoretical and practical issue that requires study and resolution; in science, it is a contradictory situation that appears as opposite positions in the explanation of any phenomena, objects, or processes and requires an adequate theory to resolve it. The advantages of problem learning are, first of all, great opportunities for the development of attention, observation, activation of thinking, activation of cognitive activity of students; it develops independence, responsibility, criticism and self-criticism, non-standard thinking.

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Abd El-Moneim, Samia, Shaimaa E. A. Aziz Hassan, Ahmed Sedik, M. A. Nassar, Moawd I. Dessouky, Nabil A. Ismail, Adel S. El-Fishawy, Ghada M. El-Banby, Ashraf A. M. Khalaf, and Fathi I. Abd El-Samie. "Effect of Reverberation Phenomena on Text- independent Speaker Recognition Based Deep Learning." Menoufia Journal of Electronic Engineering Research 28, no. 1 (December 1, 2019): 19–23. http://dx.doi.org/10.21608/mjeer.2019.76669.

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Rismawati, Rismawati, Sarwanto Sarwanto, and Budiyono Saputro. "Project-Based (PjBL) and Guided Inquiry Learning: Students’ Response to Rectilinear and Circular Motion Phenomena." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 8, no. 2 (October 30, 2019): 187–96. http://dx.doi.org/10.24042/jipfalbiruni.v0i0.4422.

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The learning method is one of the essential factors that influence the success of learning. To build good quality learning, choosing the right method is a crucial step. This study aims to identify differences in student learning achievement by applying two learning methods, project-based learning (PjBL) and guided inquiry (GI) in rectilinear motion and circular motion. The quasi-experimental method was used in this study. The participants were selected by cluster random sampling consisting of two classes (36 students and 35 students) from one of the Vocational Schools in Surakarta. Data collected through multiple-choice tests and interviews were analyzed in descriptive and inferential statistics using ANOVA and t-test. The results show that there is an influence of the learning method on student learning achievement in which both the PjBL and GI method. Students who learned rectilinear motion and circular motion using PjBL got higher scores than the GI method. The implication of this research is as a teacher's reference in choosing learning methods relevant to the rectilinear motion and circular motion and its implementation is expected to improve student learning achievement.

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Bredeweg, Bert, Jochem Liem, Wouter Beek, Floris Linnebank, Jorge Gracia, Esther Lozano, Michael Wißner, et al. "DynaLearn – An Intelligent Learning Environment for Learning Conceptual Knowledge." AI Magazine 34, no. 4 (June 27, 2013): 46–65. http://dx.doi.org/10.1609/aimag.v34i4.2489.

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Articulating thought in computer-based media is a powerful means for humans to develop their understanding of phenomena. We have created DynaLearn, an Intelligent Learning Environment that allows learners to acquire conceptual knowledge by constructing and simulating qualitative models of how systems behave. DynaLearn uses diagrammatic representations for learners to express their ideas. The environment is equipped with semantic technology components capable of generating knowledge-based feedback, and virtual characters enhancing the interaction with learners. Teachers have created course material, and successful evaluation studies have been performed. This article presents an overview of the DynaLearn system.

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Höper, Jan, Kirsti Marie Jegstad, and Kari Beate Remmen. "Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment." Chemistry Education Research and Practice 23, no. 2 (2022): 361–72. http://dx.doi.org/10.1039/d1rp00127b.

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Learning science outdoors can enhance the understanding of theoretical scientific content taught in the classroom. However, learners are rarely afforded the opportunity to go outdoors to learn chemistry. This study investigates how problem-based learning outdoors can facilitate the understanding of basic chemistry in teacher education. A teaching unit was designed according to which student teachers at two Norwegian universities were asked to examine and identify corroded metals in the nearby outdoor environment and propose solutions to avoid this corrosion. Video data from this task were collected by using chest-mounted cameras for four groups of student teachers (N = 17). A thematic analysis of the videos yielded four themes related to the student teachers’ use of content knowledge and experimental competence. Based on these findings, three learning opportunities were deduced for how the nearby outdoor environment allows learners to use everyday phenomena for learning basic chemistry. First, the availability of different corrosion incidents allowed the student teachers to choose and solve one of interest to them. Second, the proximity of the outdoor location to the classroom enabled the seamless continuity of discussions when switching between the learning arenas, and allowed for different approaches to solve the task. Third, being asked to conduct analyses outside customary laboratory routines led to an unexpected awareness of health and safety issues among the student teachers, indicating that outdoor chemistry is an overlooked opportunity for teaching these.

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Choi, Hey-Min, Min-Kyu Kim, and Hyun Yang. "Abnormally high water temperature prediction using LSTM deep learning model." Journal of Intelligent & Fuzzy Systems 40, no. 4 (April 12, 2021): 8013–20. http://dx.doi.org/10.3233/jifs-189623.

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Recently, abnormally high water temperature (AHWT) phenomena are occurring more often due to the global warming and its impact. These phenomena have damaged extensively to the maritime economy around the southern coast of Korea and caused an illness by exacerbating the propagation of Vibrio pathogens. To mitigate damages by AHWT phenomena, it is necessary to respond as quickly as possible or predict them in advance. In this study, therefore, we proposed a deep learning-based methodology to predict the occurrences of AHWT phenomena using the long short-term memory (LSTM) model. First, a LSTM model was trained using the satellite-derived water temperature data over the past ten years. Then, the water temperatures after a few days were estimated using the trained LSTM model. In a performance evaluation, when estimating water temperatures after one-day, the model achieved results of 1.865 and 0.412 in terms of mean absolute percentage error (MAPE) and root mean square error (RMSE), respectively. Second, we developed a decision algorithm based on the Markov state transition in order to predict the AHWT occurrence probability. As a result, we obtained 0.88 of F1 score for predicting AHWT phenomena after 1 day in case of the southern coast of Korea.

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Wada, Hiroshi, Toshio Fukuda, Hideo Matsuura, Fumihito Arai, Keigo Watanabe, and Yasumasa Shoji. "Collison Control of the Robot Manipulator by a Learning Control Using the Weighted Least-Squares Method." Journal of Robotics and Mechatronics 3, no. 6 (December 20, 1991): 491–96. http://dx.doi.org/10.20965/jrm.1991.p0491.

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Collision phenomena are very fast and nonlinear, thus, it is difficult to control a manipulator by collision phenomena. Therefore, in the past, manipulators moved slowly in order to avoid collision. However, the need for high-speed operation has been increasing, making it is indispensable to control manipulators by collision phenomena. With such fast phenomena, it is effective to use learning control in a forward manner. In this paper, we have proposed a learning control method to optimize the weighted least-squares criterion of learning errors. This method is applied in order to obtain a unique control gain by the Riccati equation which has a state dimension equal to the sampling number. It is shown that the convergence of learning error can be readily assured because the present learning rule consists of a steadystate Kalman filter. Based on this learning control method, experimental results of force control with a collision phenomena are reported.

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Yan, Zhuofan, Jinsong Chong, Yawei Zhao, Kai Sun, Yuhang Wang, and Yan Li. "Multifeature Fusion Neural Network for Oceanic Phenomena Detection in SAR Images." Sensors 20, no. 1 (December 30, 2019): 210. http://dx.doi.org/10.3390/s20010210.

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Oceanic phenomena detection in synthetic aperture radar (SAR) images is important in the fields of fishery, military, and oceanography. The traditional detection methods of oceanic phenomena in SAR images are based on handcrafted features and detection thresholds, which have a problem of poor generalization ability. Methods based on deep learning have good generalization ability. However, most of the deep learning methods currently applied to oceanic phenomena detection only detect one type of phenomenon. To satisfy the requirements of efficient and accurate detection of multiple information of multiple oceanic phenomena in massive SAR images, this paper proposes an oceanic phenomena detection method in SAR images based on convolutional neural network (CNN). The method first uses ResNet-50 to extract multilevel features. Second, it uses the atrous spatial pyramid pooling (ASPP) module to extract multiscale features. Finally, it fuses multilevel features and multiscale features to detect oceanic phenomena. The SAR images acquired from the Sentinel-1 satellite are used to establish a sample dataset of oceanic phenomena. The method proposed can achieve 91% accuracy on the dataset.

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Cabello, Valeria M., Patricia M. Moreira, and Paulina Griñó Morales. "Elementary Students’ Reasoning in Drawn Explanations Based on a Scientific Theory." Education Sciences 11, no. 10 (September 26, 2021): 581. http://dx.doi.org/10.3390/educsci11100581.

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Constructing explanations of scientific phenomena is a high-leverage practice that promotes student understanding. In the context of this study, we acknowledge that children are used to receiving explanations from teachers. However, they are rarely encouraged to construct explanations about the causes and consequences of phenomena. We modified a strategy to elicit and analyze primary students’ reasoning based on scientific theory as a methodological advance in learning and cognition. The participants were fourth-graders of middle socioeconomic status in Chile’s geographical zone with high seismic risk. They drew explanations about the causes and consequences of earthquakes during a learning unit of eighteen hours oriented toward explanation-construction based on the Tectonic Plates Theory. A constant comparative method was applied to analyze drawings and characterize students’ reasoning used in pictorial representations, following the first coding step of the qualitative Grounded Theory approach. The results show the students expressed progressive levels of reasoning. However, several participants expressed explanations based on the phenomena causes even at an early stage of formal learning. More sophisticated reasoning regarding the scientific theory underpinning earthquakes was found at the end of the learning unit. We discuss approaching elementary students’ scientific reasoning in explanations based on theory, connected with context-based science education.

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Jiang, Wenjie, Zhide Lu, and Dong-Ling Deng. "Quantum Continual Learning Overcoming Catastrophic Forgetting." Chinese Physics Letters 39, no. 5 (May 1, 2022): 050303. http://dx.doi.org/10.1088/0256-307x/39/5/050303.

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Catastrophic forgetting describes the fact that machine learning models will likely forget the knowledge of previously learned tasks after the learning process of a new one. It is a vital problem in the continual learning scenario and recently has attracted tremendous concern across different communities. We explore the catastrophic forgetting phenomena in the context of quantum machine learning. It is found that, similar to those classical learning models based on neural networks, quantum learning systems likewise suffer from such forgetting problem in classification tasks emerging from various application scenes. We show that based on the local geometrical information in the loss function landscape of the trained model, a uniform strategy can be adapted to overcome the forgetting problem in the incremental learning setting. Our results uncover the catastrophic forgetting phenomena in quantum machine learning and offer a practical method to overcome this problem, which opens a new avenue for exploring potential quantum advantages towards continual learning.

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Scott, Bernard, and Abhinav Bansal. "Learning about learning: a cybernetic model of skill acquisition." Kybernetes 43, no. 9/10 (November 3, 2014): 1399–411. http://dx.doi.org/10.1108/k-07-2014-0157.

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Purpose – The purpose of this paper is to explain some phenomena observed in the acquisition of motor skills: the loss of conscious access to knowledge of the structure of a skill and the awareness that an error has been made prior to the receipt of knowledge of results. Although there are rich descriptive accounts of skill acquisition in the literature, there are no satisfactory explanatory models of the cognitive processes involved. The paper provides such a model. Design/methodology/approach – In the 1970s, the first author implemented a computer program model of the cognitive processes involved in learning and skill acquisition, based on a series of empirical investigations. Recently, with assistance from the second author, the model has been reviewed, updated and re-implemented. The paper sets this work in the broader context of a theory of learning and teaching, conversation theory. Findings – The model provides a constructivist account of skill acquisition and associated phenomena. The model provides theoretical foundations for conversation theory. Practical implications – The model adds to the understanding of motor skill acquisition and to the understanding of processes of learning and teaching in general. Originality/value – The model and its interpretation are an original contribution to the skills acquisition literature.

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Gunawan, Dewi Wansantika, Tri Suwandi, and Ana Ratna Wulan. "Profil pengalaman belajar siswa dalam menjelaskan fenomena ilmiah pada IPA/biologi selama penerapan daring di masa pandemi." Assimilation: Indonesian Journal of Biology Education 4, no. 2 (September 30, 2021): 65–70. http://dx.doi.org/10.17509/aijbe.v4i2.41483.

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This study aims to describe student's learning experiences in explaining scientific phenomena in online science/biology learning. This study uses a descriptive method, the data sources are questionnaires and Student Worksheets (LKS) from six schools in the city of Bandung which were selected by stratified random sampling with good, sufficient and poor categories based on the 2019 BSNP. There are 207 state junior high school students in Bandung City who filled out a 40-item questionnaire to answer this research. Questionnaire items for students have been adjusted to the skills to explain scientific phenomena based on the PISA 2018 framework. The results show that the student's learning experience in explaining scientific phenomena of Science/Biology when online learning has not been implemented optimally. The results show that the skill to explain scientific phenomena gets score 1,01. There are results of the worksheet’s analysis which show that the orders or questions on the worksheet that have been made by the teacher are 50% according to those obtained from schools in the good category. Through this research, the problem is that when doing practicum, the material is not understood because of the discrepancy of the material during the learning process.

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Yoshizawa, Junichi, Syoichi Muto, Takao Ueda, and Shogo Nishida. "A Hypersimulation-based Learning Environment for Operators' Understanding of Complex Phenomena in Power Systems." IEEJ Transactions on Power and Energy 111, no. 10 (1991): 1103–11. http://dx.doi.org/10.1541/ieejpes1990.111.10_1103.

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Napitupulu, N. D., A. Munandar, S. Redjeki, and B. Tjahyono. "Interaction of students motivation and ecological phenomena toward learning outcomes using problem-based ecopedagogy." Journal of Physics: Conference Series 1157 (February 2019): 022045. http://dx.doi.org/10.1088/1742-6596/1157/2/022045.

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Brink, S., S. Nease, P. Hasler, S. Ramakrishnan, R. Wunderlich, A. Basu, and B. Degnan. "A Learning-Enabled Neuron Array IC Based Upon Transistor Channel Models of Biological Phenomena." IEEE Transactions on Biomedical Circuits and Systems 7, no. 1 (February 2013): 71–81. http://dx.doi.org/10.1109/tbcas.2012.2197858.

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Yoshizawa, Junichi, Syoichi Muto, Takao Ueda, and Shogo Nishida. "A hypersimulation-based learning environment for operator understanding of complex phenomena in power systems." Electrical Engineering in Japan 113, no. 4 (1993): 33–45. http://dx.doi.org/10.1002/eej.4391130404.

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Meiser, Thorsten, and Miles Hewstone. "Illusory and spurious correlations: distinct phenomena or joint outcomes of exemplar-based category learning?" European Journal of Social Psychology 36, no. 3 (May 2006): 315–36. http://dx.doi.org/10.1002/ejsp.304.

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F M, Sabirova, and Deryagin A V. "The creation of junior schoolchildren’s interest in the experimental study of physical phenomena using the elements of the technology of problem-based." International Journal of Engineering & Technology 7, no. 2.13 (April 15, 2018): 150. http://dx.doi.org/10.14419/ijet.v7i2.13.11631.

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The goal of the paper is to define the place and role of the technology of problem-based learning in demonstrating physical phenomena and processes to junior schoolchildren within a framework of the Child University and InteLSummer projects of Elabuga Institute of Kazan Federal University for higher interest in learning physics – a science about nature. The method is the technology of problem-based learning. Children face a certain problem, which is a cognitive task, and students (themselves or assisted by a teacher) investigate the ways and methods to solve it. We can use the elements of problem-based technology (creation of a problem, joint scientific learning, and primary reinforcement of the obtained knowledge) in teaching junior schoolchildren. Results: we considered the ways of creating particular problem situations with both a teacher and, most importantly, children participating in their solution on the example of a cycle of laboratory and practical classes devoted to electrical and magnetic phenomena. In the end, the experience of applying the technology of problem-based learning has shown that children’s participation in looking for the ways to solve a learning problem supports a cognitive interest of junior schoolchildren in the study of physical phenomena. The participation of pedagogical university students - future teachers - in the Child University and Intel Summer projects is a perspective form of a practice-oriented approach to future professional activity.

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Priyambodo, Erfan, and Safira Wulaningrum. "Using Chemistry Teaching Aids Based Local Wisdom as an Alternative Media for Chemistry Teaching and Learning." International Journal of Evaluation and Research in Education (IJERE) 6, no. 4 (December 1, 2017): 295. http://dx.doi.org/10.11591/ijere.v6i4.10772.

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<p>Students have difficulties in relating the chemistry phenomena they learned and the life around them. It is necessary to have teaching aids which can help them to relate between chemistry with the phenomena occurred in everyday life, which is chemistry’s teaching aids based on local wisdom. There are 3 teaching aids which used in chemistry teaching and learning, i.e. clay molymod, electrolyte tester, electroplating tool. The chemistry teaching aids was reviewed by media experts, material experts, and also reviewers. The reviewers’ assessment showed that all of the teaching aids have a very good quality. Based on the response from Senior High School’ students, they all agree that the teaching learning process using the teaching aids could improve their learning motivations.</p>

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Arifin, Egi Gustomo. "Problem Based Learning to Improve Critical Thinking." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (July 17, 2021): 98. http://dx.doi.org/10.20961/shes.v3i4.53288.

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<em>curriculum has also changed, namely with a scientific approach. The criteria in this approach emphasize several aspects, including learning materials based on facts or phenomena that can be explained by logic, teacher explanations, student responses, and educative interactions between teachers and students, subjective thinking, encouraging and inspiring students to think critically, analytically, and accurately in identifying, understanding, solving problems, and applying learning materials.Teachers as educators must develop student's critical thinking skills. Aim of this study describes the concept of Problem Based Learning (PBL), components of critical thinking skills and the relationship of PBL with critical thinking skills. The results are problem-based learning can improve critical thinking through 5 phases, (a) orienting problems; (b) organize students to research; (c) assist group investigations; (d) develop and present the work; (e) analyze and evaluate the problem solving process.</em>

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Siew, Nyet Moi, Chin Lu Chong, and Bih Ni Lee. "FOSTERING FIFTH GRADERS’ SCIENTIFIC CREATIVITY THROUGH PROBLEM-BASED LEARNING." Journal of Baltic Science Education 14, no. 5 (October 25, 2015): 655–69. http://dx.doi.org/10.33225/jbse/15.14.655.

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This research aims to determine whether Problem-Based Learning (PBL) helps in fostering scientific creativity among fifth graders. Students’ scientific creativity (SC) was investigated in the product dimensions of (a) solving scientific problems, (b) understanding scientific phenomena, (c) advancement in scientific knowledge, and (d) improvisation skills with a technical product. A pre-test and post-test single group experimental design was employed. Pre-test measures on SC were administered to 232 fifth graders. Students participated in PBL hands-on activities that required solving open-ended problems. After these were completed, post-test measures on SC were assessed. Students' reactions to the PBL experience were also recorded. The results of paired sample t-tests showed significant differences in all product dimensions of SC, except in the understanding of scientific phenomena. Further analysis found significant differences among the creativity traits of fluency, flexibility and originality in each product dimension of SC, except in the originality in the advances of scientific knowledge. Students felt that the PBL activities were easy, fun, and interesting as well as a practical way of gaining and advancing science knowledge. Students also found their participation in sharing ideas in cooperative learning groups inspired them to be more creative. This research suggests that the PBL activities have a positive impact in fostering student’s SC in science lessons. Key words: creative traits, fifth graders, problem-based learning, product dimension, scientific creativity.

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Cheng, Meng-Fei, Jang-Long Lin, Ying-Chi Chang, Hsiao-Wen Li, Tsung-Yu Wu, and Deng-Min Lin. "DEVELOPING EXPLANATORY MODELS OF MAGNETIC PHENOMENA THROUGH MODEL-BASED INQUIRY." Journal of Baltic Science Education 13, no. 3 (June 25, 2014): 351–60. http://dx.doi.org/10.33225/jbse/14.13.351.

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The main purpose of this study was to bridge the gap between how scientists practice and how students learn science. To achieve this, an innovative student-centered curriculum was designed to teach 42 undergraduate students. The program involved scaffolding activities, an interactive computer simulation, and reflection on scientific modeling criteria to address the students’ difficulties in reasoning at the microscopic level and the scientific evaluation of their models during their development of an explanatory model of magnetism. To address the students’ difficulties in reasoning at the microscopic level and the scientific evaluation of their models during their development of an explanatory model of magnetism, the program involved scaffolding activities, an interactive computer simulation, and reflection on scientific modeling criteria. The results of the study indicated that more than half the students developed scientific and coherent microscopic N-S dipole models to explain observed magnetic phenomena, and students’ understanding of the nature of models was significantly enhanced after the instruction. This study contributes to modeling theory and the methods that can help students self-develop scientific models of magnetism as opposed to rote learning. Key words: explanatory models, magnetism, modeling, scientific inquiry, undergraduate students.

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Zheng, Gang, Xiaofeng Li, Rong-Hua Zhang, and Bin Liu. "Purely satellite data–driven deep learning forecast of complicated tropical instability waves." Science Advances 6, no. 29 (July 2020): eaba1482. http://dx.doi.org/10.1126/sciadv.aba1482.

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Forecasting fields of oceanic phenomena has long been dependent on physical equation–based numerical models. The challenge is that many natural processes need to be considered for understanding complicated phenomena. In contrast, rules of the processes are already embedded in the time-series observation itself. Thus, inspired by largely available satellite remote sensing data and the advance of deep learning technology, we developed a purely satellite data–driven deep learning model for forecasting the sea surface temperature evolution associated with a typical phenomenon: a tropical instability wave. During the testing period of 9 years (2010–2019), our model accurately and efficiently forecasts the sea surface temperature field. This study demonstrates the strong potential of the satellite data–driven deep learning model as an alternative to traditional numerical models for forecasting oceanic phenomena.

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Gonzalez, Cleotilde, and Christian Lebiere. "Cognitive architectures combine formal and heuristic approaches." Behavioral and Brain Sciences 36, no. 3 (May 14, 2013): 285–86. http://dx.doi.org/10.1017/s0140525x12002956.

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AbstractQuantum probability (QP) theory provides an alternative account of empirical phenomena in decision making that classical probability (CP) theory cannot explain. Cognitive architectures combine probabilistic mechanisms with symbolic knowledge-based representations (e.g., heuristics) to address effects that motivate QP. They provide simple and natural explanations of these phenomena based on general cognitive processes such as memory retrieval, similarity-based partial matching, and associative learning.

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Basu, Satabdi, Pratim Sengupta, and Gautam Biswas. "A Scaffolding Framework to Support Learning of Emergent Phenomena Using Multi-Agent-Based Simulation Environments." Research in Science Education 45, no. 2 (August 8, 2014): 293–324. http://dx.doi.org/10.1007/s11165-014-9424-z.

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Mahmudah, Rif’atul, Z. Zulirfan, and M. Rahmad. "Analysis of Physics Learning Difficulties in The Topic of Quantum Phenomena of Madrasah Aliyah Students in Indragiri Hulu." Journal of Physics: Conference Series 2309, no. 1 (July 1, 2022): 012089. http://dx.doi.org/10.1088/1742-6596/2309/1/012089.

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Abstract This study aims to analysis the learning difficulties experienced by class XII students in studying physics, quantum phenomena. For this purpose, we have surveyed 180 class XII students of MAN 1 Indragiri Hulu, Riau, Indonesia, as respondents. The survey was conducted by evaluating the respondents’ formative test results on quantum phenomena in the last three years and followed by interviews. Data analysis techniques were descriptive statistic as a quantitative analysis and interactive model as a qualitative analysis. Based on the analysis of the formative test data, it was found that 58% of respondents had learning difficulties in the very high category. Judging from understanding the concept of quantum phenomena which includes sub-topics: Black Body Radiation, Wien Shift Law, Photon Energy, Photoelectric Effects, Compton Effects, and X-Rays, the results of data analysis show that respondents’ mastery is below 30%. Meanwhile, based on interviews that have been conducted with some randomly selected respondents, it was found that the factors of respondents’ learning difficulties on the topic of Quantum Phenomena include: the topic is abstract, the teacher does not use engaging media and supports understanding, and the teacher’s teaching style is less variety.

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Lagnado, David A. "A causal framework for integrating learning and reasoning." Behavioral and Brain Sciences 32, no. 2 (April 2009): 211–12. http://dx.doi.org/10.1017/s0140525x09000995.

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AbstractCan the phenomena of associative learning be replaced wholesale by a propositional reasoning system? Mitchell et al. make a strong case against an automatic, unconscious, and encapsulated associative system. However, their propositional account fails to distinguish inferences based on actions from those based on observation. Causal Bayes networks remedy this shortcoming, and also provide an overarching framework for both learning and reasoning. On this account, causal representations are primary, but associative learning processes are not excluded a priori.

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Page, Scott E. "Aggregation in agent-based models of economies." Knowledge Engineering Review 27, no. 2 (April 26, 2012): 151–62. http://dx.doi.org/10.1017/s0269888912000112.

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AbstractAgent-based models are often described as bottom-up because macro-level phenomena emerge from the micro-level interactions of agents. These macro-level phenomena include fixed points, cycles, dynamic patterns, and long transients. In this paper, I explore the link between micro-level characteristics—learning rules, diversity, network structure, and externalities—and the macro-level patterns they produce. I focus on why we need agent-level modeling, on how these models produce emergent phenomenon, and on how agent-based models help understand outcomes of social systems in a way that differs from the analytic, equilibrium approach.

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Suwondo, Nanang, and Dwi Sulisworo. "Hands-on Learning Activity Using an Apparatus for Transient Phenomena in RC Circuit Based on Arduino UNO R3-LINX-Labview." International Journal of Online Engineering (iJOE) 13, no. 01 (January 18, 2017): 116. http://dx.doi.org/10.3991/ijoe.v13i01.6317.

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Integrating student-centered learning strategy and technology utilization will improve learning performance. Hands-on learning strategy will reduce the misconception and also engage student learning on certain theory or concepts. Both are the reason of this study. The aim of this study is to develop the learning apparatus based on ALL (Arduino UNO R3-LINX-LabView). The observed case is on transient phenomena in RC circuit through real time current and voltage wave chart characteristic of charging and discharging capacitor. It is controlled on semi-automatic. The result showed that this apparatus has a good opportunity to be used on physics learning. On the next study this apparatus will be used on certain learning strategy to find its effect to the student learning performance.

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Munawaroh, L. W., V. Serevina, and B. H. Iswanto. "MIX Reality Based Media Prototype For Learning Physics of Gravity And Kepler’s Law." Journal of Physics: Conference Series 2019, no. 1 (October 1, 2021): 012054. http://dx.doi.org/10.1088/1742-6596/2019/1/012054.

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Abstract Gravity and Kepler’s Laws are materials that study natural phenomena, events or phenomena that reveal all the secrets of the universe. Based on the observations of several schools, there are difficulties for students understanding gravity and Kepler’s laws because they can not directly present 3D learning media in interactive classes. This study aims to develop a mixed reality-based media prototype for learning gravity physics and Kepler’s laws using special VR box glasses and markers to display 3D objects equipped with audio explanations, 3D animations, and evaluation questions. The research was conducted using the ADDIE development model (Analyze, design, develop, implement, and evaluate). To make it easier for students to use mix reality applications, the mix reality software design employs blender version 2.78, unity 5.1, Photoshop, the vuforia AR extension for unity, and the c # programming language. The trial of the feasibility of mix reality media was conducted by averaging the results of the validator’s assessment of each aspect of the assessment. Mixed reality media prototypes can help students understand gravity and Kepler’s laws.

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Djoa, Dominikus Djago, Sunyono Sunyono, Albet Maydiantoro, and Tubagus Ali Rachman Puja Kesuma. "The eXe Learning as a Solution to the Problem of the Three Phenomena of Chemistry Learning Stages : A Literature Review." International Journal of Education and Information Technologies 15 (July 20, 2021): 167–75. http://dx.doi.org/10.46300/9109.2021.15.17.

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This research is a literature review study that aims to provide understanding and enlightenment to teachers about the feasibility, effectiveness, and usefulness of eXe Learning media as chemistry learning media involving three levels of chemical phenomena: macroscopic, submicroscopic, and symbolic and the practicality of their use in the era of the industrial revolution 4.0 and the Covid-19pandemic. The sources of literature are the articles from the journal Education Resources Information Center (ERIC), Elsevier, and Google Scholar, and it is limited to empirical studies published during the period 2010 to 2020, and searches using keywords: online learning media, interactive multimedia, online teaching-learning, mobile learning, and eXe Learning media. Of the 25 articles obtained through the above database search, 7 articles were finally selected based on inclusion criteria and analyzed. The results of this study indicate that the eXe Learning media is feasible and effective to be used as ICT-based chemistry learning media because it can improve student learning outcomes, ease of use, ease of learning, student satisfaction, able to improve students' understanding and critical thinking attitude, as well as easy and practical to be used as chemistry learning media involving three levels of chemical phenomena in the era of the Covid-19pandemics.

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Winarti, A., A. Almubarak, and P. Saadi. "Visual learning style-based chemistry mental model representation through transformative online learning." Journal of Physics: Conference Series 2104, no. 1 (November 1, 2021): 012023. http://dx.doi.org/10.1088/1742-6596/2104/1/012023.

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Abstract Analysis of learning styles is one of the main things teachers need to do before carrying out teaching. The study of learning styles can provide an overview of how a teacher designs a learning concept by students’ learning styles. The learning process will show students’ mental models with their respective learning styles so that these mental models become the primary material for how teachers develop students’ cognitive. This research aimed to describe students’ mental models in terms of students’ visual learning styles. The method used is descriptive with qualitative and quantitative approaches with transformative-based learning concepts. The research results show that chemistry education students for chemistry learning innovation courses only have visual learning styles of 71.43% and audio by 28.55% and do not have kinaesthetic learning styles. This research focuses on visual learning styles to see students’ mental models. The conclusion is that students still need cognitive strengthening, especially the ability to interpret phenomena at the sub microscopic level. With the visual learning style, students are expected to transform their cognitive so that they have mental structures and models relevant in theory and terminology.

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Bochenek, Bogdan, Zbigniew Ustrnul, Agnieszka Wypych, and Danuta Kubacka. "Machine Learning-Based Front Detection in Central Europe." Atmosphere 12, no. 10 (October 8, 2021): 1312. http://dx.doi.org/10.3390/atmos12101312.

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Extreme weather phenomena such as wind gusts, heavy precipitation, hail, thunderstorms, tornadoes, and many others usually occur when there is a change in air mass and the passing of a weather front over a certain region. The climatology of weather fronts is difficult, since they are usually drawn onto maps manually by forecasters; therefore, the data concerning them are limited and the process itself is very subjective in nature. In this article, we propose an objective method for determining the position of weather fronts based on the random forest machine learning technique, digitized fronts from the DWD database, and ERA5 meteorological reanalysis. Several aspects leading to the improvement of scores are presented, such as adding new fields or dates to the training database or using the gradients of fields.

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HE, MING-FENG, CHENG-RUI DENG, LIN FENG, and BO-WEN TIAN. "A CELLULAR AUTOMATA MODEL FOR A LEARNING PROCESS." Advances in Complex Systems 07, no. 03n04 (September 2004): 433–39. http://dx.doi.org/10.1142/s0219525904000263.

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Ideas on educational psychology suggest that a learning process occurs when people participate within social communities. A model is constructed based on two primary factors in the learning process : knowledge storage and interactive ability of each person. Results of simulations are consistent with some actual phenomena including the average knowledge achieved and different educational effects under different conditions. Functions of two main factors and teachers' influences are also studied and discussed.

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Occhipinti. "A Problem-Based Learning Approach Enhancing Students’ Awareness of Natural Risks and Hazards in Italian Schools." Geosciences 9, no. 7 (June 26, 2019): 283. http://dx.doi.org/10.3390/geosciences9070283.

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The goal of the present research is to contribute to spreading in Italian schools greater awareness of the dangers derived from natural phenomena, such as landslides, floods or earthquakes. The essential steps are: developing the understanding of the territory’s inevitable evolution (derived from natural geological phenomena that normally concern it); raising the awareness of dynamics regarding the territory in which one lives (through geological and historical analysis of the context); and finally recognizing the speed and frequency with which different natural phenomena occur, and the surface they might affect. Thereafter, the research’s next step is gaining the awareness that these phenomena may become actual risks and cause damage, in relation to the territory’s use and vulnerability. Finally, its last step is realizing that knowledge on such dynamics is needed for risk-prevention and reduction in vulnerable contexts. In fact, it seems that, until these natural manifestations remain far from students’ everyday lives, they are not adequately acknowledged. Moreover, since it has been proven that the usual transmissive approach to the subject is not effective, a problem-based learning approach was experimented. The path was defined through disciplinary objectives and through developing and monitoring specific skills. During experimentation, investigative and practical activities showed an interesting growth of the involved students’ skills and competences. The research’s double aim of raising greater awareness of environmental dynamics and risks, and of developing greater technical skills and sense of citizenship among students (also concerning the observation and recognition of relationships) seems to have been achieved.

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Fahmi Imron, Ilmawati. "Improving the ability to analysis social phenomenons with the interdisciplinary approach of the group investigation model." JURNAL PENDIDIKAN DASAR NUSANTARA 7, no. 2 (January 31, 2022): 281–94. http://dx.doi.org/10.29407/jpdn.v7i2.16628.

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Abstract: Based on the observation results of social studies learning materialon social phenomena at PGSD UN PGRI Kediri, it can be concluded that most students are less responsive to problems that occur in society in an interdiciplinary manner. This will reduce the meaning of learning social science. Based on some of these shortcomings then classroom action research (CAR) is carried out by applying an interdisciplinary approach and the learning Group Investigation model, because this learning model requires students to be more active in developing their attitudes and knowledge about social studies learning, especially social phenomena material that is in accordance with their respective abilities in constructing their own knowledge. This research design uses Classroom Action Research (CAR) with the stages of planning, implementing, observing and reflecting. The subject of this study were students of PGSD UN PGRI Kediri class 2B, odd semester of the 2019/2020 academic year. The data taken in this study are data from the results of investigation reports and learning outcomes data in the form of tests on the assessment sheet. The results obtained after applying an interdisciplinary approach with the Group Investigation model on the material of social phenomena, namely learning have been successful. It is evident in the results of student performance that there has been an increase from the first cycle, namely the average score is 74.4 and the second cycle the average score is 89.3. Then the student learning outcomes also experienced an increase in scores, namely from the first cycle with an average score of 79.5 and the second cycle average score of 94.

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Kamus, Zulhendri. "An Assistance to Develop Learning Materials Based on Video Analysis and Virtual Laboratories for Physics MGMP Teachers in Padang Pariaman District." Pelita Eksakta 2, no. 1 (April 16, 2019): 32. http://dx.doi.org/10.24036/pelitaeksakta/vol2-iss1/68.

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Teachers for physics subjects is an avant garde of the best quality learning in a class, especially the schools at Padang Pariaman Regency. In consequence, the teacher must have the reliable professional competencies, namely the abilities and skills to develop teaching materials that are in accordance with student characteristics and contextual (based on natural phenomena in the environment). In fact, physics teachers have not been able to develop the teaching materials that compatible with student and contextual. The purpose of an assistance program is to become the abilities and skills of teachers to develop teaching materials based on video analysis of physical phenomena and virtual laboratories. There are several methods used in realizing the objectives of the activity, namely presentation, discussion and practice. Presentations are used to provide knowledge and insight to teachers about teaching materials, physical phenomena videos, video analysis and virtual laboratories. Group and class discussions are conducted to address the problems of teachers both theoretically and practically. The teacher does to design, develop and produce physics phenomena videos, video analysis, virtual laboratories and teaching materials by using practical methods. There are seven results and outcomes of an assistance program, namely 11 Student Worksheets as teaching materials, 5 videos about physical phenomena, 5 virtual laboratories, the results of test about developing teaching materials with very good categories, the response of participants about an assistance program with good to very good categories, the implementation of student worksheets products in learning can improve student activities and suggestions from participants about the importance of follow-up activities.

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Nagao, Yukiko, Mika Sakamoto, Takumi Chinen, Yasushi Okada, and Daisuke Takao. "Robust classification of cell cycle phase and biological feature extraction by image-based deep learning." Molecular Biology of the Cell 31, no. 13 (June 15, 2020): 1346–54. http://dx.doi.org/10.1091/mbc.e20-03-0187.

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By applying convolutional neural network-based classifiers, we demonstrate that cell images can be robustly classified according to cell cycle phases. Combined with Grad-CAM analysis, our approach enables us to extract biological features underlying cellular phenomena of interest in an unbiased and data-driven manner.

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García-Sosa, Alfonso T. "Benford's law in medicinal chemistry: Implications for drug design." Future Medicinal Chemistry 11, no. 17 (September 2019): 2247–53. http://dx.doi.org/10.4155/fmc-2019-0006.

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Aim: The explosion of data based technology has accelerated pattern mining. However, it is clear that quality and bias of data impacts all machine learning and modeling. Results & methodology: A technique is presented for using the distribution of first significant digits of medicinal chemistry features: log P, log S, and p Ka. experimental and predicted, to assess their following of Benford's law as seen in many natural phenomena. Conclusion: Quality of data depends on the dataset sizes, diversity, and magnitudes. Profiling based on drugs may be too small or narrow; using larger sets of experimentally determined or predicted values recovers the distribution seen in other natural phenomena. This technique may be used to improve profiling, machine learning, large dataset assessment and other data based methods for better (automated) data generation and designing compounds.

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Huang, Feifei, Ruihao Li, Gan Wang, Jueting Zheng, Yongxiang Tang, Junyang Liu, Yang Yang, Yuan Yao, Jia Shi, and Wenjing Hong. "Automatic classification of single-molecule charge transport data with an unsupervised machine-learning algorithm." Physical Chemistry Chemical Physics 22, no. 3 (2020): 1674–81. http://dx.doi.org/10.1039/c9cp04496e.

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Based on unsupervised deep learning algorithms, an automatic data analysis method for single-molecule charge transport data is developed, which offers an opportunity to reveal more physical and chemical phenomena at the single-molecule level.

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You, Xiaogang, and Liang Liang. "Research on Demotivation in English Learning of Non-English Majors in Chinese Universities." Frontiers in Humanities and Social Sciences 2, no. 10 (October 23, 2022): 108–16. http://dx.doi.org/10.54691/fhss.v2i10.2385.

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Much research on motivation has been done in language teaching and learning, while less research on demotivation has been carried out. In the practice of teaching English to non-English majors in Chinese universities, teachers are often faced up with the phenomena of demotivation, which often hinder teachers’ instruction as well as students’ learning. Based on the investigation of more than one thousand university students from nine universities located in three provinces of China, it is found that most of the demotivating phenomena are mainly caused by the teachers themselves in the English classroom and they can be categorized into such three dimensions as the course, the teachers and the collective. Therefore, some strategies are proposed and adopted to curb demotivation and strengthen motivation from each of these three dimensions. Through a period of teaching practice, these demotivating phenomena are improved in effective and efficient English teaching and learning and a lot of implications can be obtained for the second language acquisition of non-English majors in Chinese universities.

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Journal articles on the topic 'Phenomena-based learning'

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