Search results for: cycles per instruction

Authors: Fernanda Goulart, Rita de Cássia Barbirato

Abstract:

Task-based language teaching has received attention among researchers as it has been pointed out with the potential to provide more significant opportunities for using the target language and therefore generate successful language acquisition. Nevertheless, in the Brazilian context, few studies have analyzed the potential of tasks in English language acquisition. There is also a need for textbooks to meet the needs of Brazilian students. This work is part of doctoral research in its initial phase. It aims to demonstrate and discuss thematic textbook samples on tasks designed to be applied among high school and undergraduate students in a public technological educational context in São Paulo State, Brazil. It is a qualitative study. The data collection process for course design and textbook development initially included a survey administered to 159 students. Questions related to students’ English background knowledge, main learning interests, and needs. Most students reported difficulties communicating in English and showed a strong interest in a communicative English course. The theme “Cultural diversity” was chosen among other options provided. The textbook was then designed and comprised nine task cycles divided into four sequences. Cycles were composed of pre-tasks, tasks, and post-tasks. The main findings of this first phase of the research revealed that designing a task-based textbook is not easy and requires the necessary steps and lots of effort to meet students’ language needs. Several revisions were needed before the conclusion of the final version of the textbook. The material will be further applied in a three-month English course. In this presentation, we hope to contribute to discussions in research on task-based teaching. Also, we intend to support teachers with their knowledge of tasks and thematic material development in this field.

Keywords: task-based language teaching, language acquisition, English language teaching, task cycles

Procedia PDF Downloads 78

Authors: Diane Prorak, Perri Moreno

Abstract:

University students may have been born in the digital age, but they need to be taught the critical thinking skills to detect misinformation and social media manipulation online. In recent years, librarians have been active in designing instructional methods to help students learn information evaluation skills. At the University of Idaho Library (USA), librarians have developed new teaching methods for these skills. Last academic year, when classes were taught via Zoom, librarians taught these skills to an online session of each first-year rhetoric and composition course. In the Zoom sessions, students were placed in breakout groups where they practiced using an evaluation method known as lateral reading. Online collaborative software was used to give each group an evaluative task and break the task into steps. Groups reported back to the full class. Students learned to look at an information source, then search outside the source to find information about the organization, publisher or author, before evaluating the source itself. Class level pre-and post-test comparison results showed students learned better techniques for evaluation than they knew before instruction.

Keywords: critical thinking, information evaluation, information literacy instruction, lateral reading.

Procedia PDF Downloads 181

Authors: Aswan Aswan

Abstract:

Ichnofossils were examined based on two wells cores of Jurassic sediment from Bintuni Basin, West Papua, Indonesia. The cores are the Jurassic interval and known as the potential reservoir interval in this area. Representative of 18 ichnogenera was recorded including forms assigned to Arenicolites, Asterosoma, Bergaueria, Chondrites, cryptic bioturbation, Glossifungites, Lockeia, Ophiomorpha, Palaeophycus, Phycosiphon, Planolites, Rhizocorallium, Rosselia, root structure, Skolithos, Teichicnus, Thalassinoides, and Zoophycos. The two cores represent a depositional system that is dominated by tidal flat, shallow marine shelf continuum possibly crossed by estuaries or tidal shoals channels. From the first core identified two deepening cycles. The shallow one is a shallow marine with tidal influence while the deeper one attached to the shelf. Shallow interval usually indicates by appearances of Ophiomorpha and Glossifungites while the deeper shallow marine interval signs by the abundance of Phycosiphon. The second core reveals eight deepening cycles.

Keywords: ichnofossil, Jurassic, sediment, reservoir, Bintuni, Indonesia, West Papua

Procedia PDF Downloads 362

Authors: Kemal Izci, Ahmet Oguz Akturk

Abstract:

Learning is dependent on cognitive and physical differences as well as other differences such as ethnicity, language, and culture. Furthermore, these differences also influence how students show their learning. Assessment is an integral part of learning and teaching process and is essential for effective instruction. In order to provide effective instruction, teachers need to provide equal assessment opportunities for all students to see their learning difficulties and use them to modify instruction to aid learning. Successful assessment practices are dependent upon the knowledge and value of teachers. Therefore, in order to use assessment to assess and support diverse students learning, preservice and inservice teachers should hold an appropriate understanding of equitable assessment. In order to prepare teachers to help them support diverse student learning, as a first step, this study aims to explore how preservice teachers’ understand equitable assessment. 105 preservice science teachers studying at teacher preparation program in a large university located at Eastern part of Turkey participated in the current study. A questionnaire, preservice teachers’ reflection papers and interviews served as data sources for this study. All collected data qualitatively analyzed to develop themes that illustrate preservice science teachers’ understanding of equitable assessment. Results of the study showed that preservice teachers mostly emphasized fairness including fairness in grading and fairness in asking questions not out of covered concepts for equitable assessment. However, most of preservice teachers do not show an understanding of equity for providing equal opportunities for all students to display their understanding of related content. For some preservice teachers providing different opportunities (providing extra time for non-native speaking students) for some students seems to be unfair for other students and therefore, these kinds of refinements do not need to be used. The results of the study illustrated that preservice science teachers mostly understand equitable assessment as fairness and less highlight the role of using equitable assessment to support all student learning, which is more important in order to improve students’ achievement of science. Therefore, we recommend that more opportunities should be provided for preservice teachers engage in a more broad understanding of equitable assessment and learn how to use equitable assessment practices to aid and support all students learning trough classroom assessment.

Keywords: science teaching, equitable assessment, assessment literacy, preservice science teachers

Procedia PDF Downloads 304

Authors: Nadia Nisha Musa, Nur Atirah Hasmi, Hasnun Nita Ismail, Zulfadli Mahfodz

Abstract:

In Malaysian Education System, subject related to biodiversity has started in the curriculum from Foundation Study until tertiary education. Biodiversity become the focus of attention due to awareness on global warming which potentially leads to a loss of biodiversity. A loss in biodiversity means a loss in medicinal discoveries and reduces food supply. It is of great important to ensure that young generations become aware of biodiversity conservation. The more interactive approaches are needed to build society with a high awareness for biodiversity conservation. To address this challenge, the goal of this study is to enhance intrinsic motivation of biological students via ARCS model of instruction. Self-access learning materials such as tutorial, module and fieldwork were designed with ARCS elements to a sample size of 70 university students from the beginning of the semester. Both paper and online surveys were used to collect data from the respondents. The results showed that elements of attention, relevance, confidence and satisfaction have a positive impact on intrinsic motivation of students and their academic performance.

Keywords: intrinsic motivation, ARCS model of instruction, biodiversity, self-access learning

Procedia PDF Downloads 222

Authors: Amir Zand-Moghadam, Mahnaz Alizadeh

Abstract:

The aim of the present study was to investigate the effect of teacher-scaffolding versus peer-scaffolding on EFL learners’ metapragmatic awareness in the paradigm of task-based language teaching (TBLT). To this end, a number of dialogic information-gap tasks requiring two-way interactant relationship were designed for the five speech acts of request, refusal, apology, suggestion, and compliment following Ellis’s (2003) model. Then, 48 intermediate EFL learners were randomly selected, homogenized, and assigned to two groups: 26 participants in the teacher-scaffolding group (Group One) and 22 in the peer-scaffolding group (Group Two). While going through the three phases of pre-task, while-task, and post-task, the participants in the first group completed the designed tasks by the teacher’s interaction, scaffolding, and feedback. On the other hand, the participants in the second group were required to complete the tasks in expert-novice pairs through peer scaffolding in all the three phases of a task-based syllabus. The findings revealed that the participants in the teacher-scaffolding group developed their L2 metapragmatic awareness more than the peer-scaffolding group. Thus, it can be concluded that teacher-scaffolding is more effective than peer scaffolding in developing metapragmatic awareness among EFL learners. It can also be claimed that the use of tasks can be more influential when they are accompanied by teacher-scaffolding. The findings of the present study have implications for language teachers and researchers.

Keywords: ILP, metapragmatic awareness, scaffolding, task-based instruction

Procedia PDF Downloads 584

Authors: A. Şahin Zaimoglu

Abstract:

A number of studies have been conducted recently to investigate the influence of randomly oriented fibers on some engineering properties of cohesive and cohesionless soils. However, few studies have been carried out on freezing-thawing behavior of fine-grained soils modified with discrete fiber inclusions and additive materials. This experimental study was performed to investigate the effect of randomly distributed polypropylene fibers (PP) and some additive materials [e.g.., borogypsum (BG), fly ash (FA) and cement (C)] on freezing-thawing durability (mass losses) of a fine-grained soil for 6,12 and 18 cycles. The Taguchi method was applied to the experiments and a standard L9 orthogonal array (OA) with four factors and three levels were chosen. A series of freezing-thawing tests were conducted on each specimen. 0-20 % BG, 0-20 % FA, 0-0.25 % PP and 0-3 % of C by total dry weight of mixture were used in the preparation of specimens. Experimental results showed that the most effective materials for the freezing-thawing durability (mass losses) of the samples were borogypsum and fly ash. The values of mass losses for 6, 12 and 18 cycles in optimum conditions were 16.1%, 5.1% and 3.6%, respectively.

Keywords: freezing-thawing, additive materials, reinforced soil, optimization

Procedia PDF Downloads 306

Authors: Riham Barbar

Abstract:

This paper studies the dynamic effects of charitable giving in a Ramsey model à la Becker and Foias (1994), such that heterogeneity is reduced to two types of agents: rich and poor. It is assumed that rich show a great concern for poor and enjoy giving. The introduction of charitable giving in this paper is inspired from the notion of Zakat (borrowed from the Islamic Economics) and is defined according to the warm-glow of Andreoni (1990). In this framework, we prove the existence of a steady state where only the patient agent holds capital. Furthermore, we show that local indetermincay appears. While moderate values of charitable-giving elasticity makes the appearance of endogenous fluctuations due to self-fulfilling expectations more likely, high values of this elasticity stabilizes endogenous fluctuations, by narrowing down the range of parameter values compatible with local indeterminacy and may rule out expectations-driven fluctuations if it exceeds certain threshold. Finally, cycles of period two emerge. However, charitable-giving makes it less likely for these cycles to emerge.

Keywords: charitable giving, warm-glow, bifurcations, heterogeneous agents, indeterminacy, self-fulfilling expectations, endogenous fluctuations

Procedia PDF Downloads 316

Authors: Michael Smalenberger

Abstract:

Intelligent tutoring systems (ITS) are computer-based platforms which can incorporate artificial intelligence to provide step-by-step guidance as students practice problem-solving skills. ITS can replicate the benefits of one-on-one tutoring, foster transactivity in collaborative environments, and lead to substantial learning gains when used to supplement the instruction of a teacher or when used as the sole method of instruction. Developments improving the ease of ITS creation have recently increased their proliferation, leading many K-12 schools and institutions of higher education in the United States to regularly use ITS within classrooms. We investigated how students perceive their experience using an ITS. In this study, 111 undergraduate students used an ITS in a college-level introductory statistics course and were subsequently asked for feedback on their experience. Results show that their perceptions were generally favorable of the ITS, and most would seek to use an ITS both for STEM and non-STEM courses in the future. Along with detailed transaction-level data, this feedback also provides insights on the design of user-friendly interfaces, guidance on accessibility for students with impairments, the sequencing of exercises, students’ expectation of achievement, and comparisons to other tutoring experiences. We discuss how these findings are important for the creation, implementation, and evaluation of ITS as a mode and method of teaching and learning.

Keywords: college statistics course, intelligent tutoring systems, in vivo study, student perceptions of tutoring

Procedia PDF Downloads 101

Authors: Pinkey Yaqub

Abstract:

The aim of this study was to investigate secondary (grades IX and X) students’ attitudes towards learning the English language based on the medium of instruction of the school, the gender of the students and the grade level in which they studied. A further aim was to determine students’ proficiency in the English language according to their gender, the grade level and the medium of instruction of the school. A survey was used to investigate the attitudes of secondary students towards English language learning. Simple random sampling was employed to obtain a representative sample of the target population for the research study as a comprehensive list of established English medium schools, and newly established English medium schools were available. A questionnaire ‘Attitude towards English Language Learning’ (AtELL) was adapted from a research study on Libyan secondary school students’ attitudes towards learning English language. AtELL was reviewed by experts (n=6) and later piloted on a representative sample of secondary students (n= 160). Subsequently, the questionnaire was modified - based on the reviewers’ feedback and lessons learnt during the piloting phase - and directly administered to students of grades 9 and 10 to gather information regarding their attitudes towards learning the English language. Data collection spanned a month and a half. As the data were not normally distributed, the researcher used Mann-Whitney tests to test the hypotheses formulated to investigate students’ attitudes towards learning English as well as proficiency in the language across the medium of instruction of the school, the gender of the students and the grade level of the respondents. Statistical analyses of the data showed that the students of established English medium schools exhibited a positive outlook towards English language learning in terms of the behavioural, cognitive and emotional aspects of attitude. A significant difference was observed in the attitudes of male and female students towards learning English where females showed a more positive attitude in terms of behavioural, cognitive and emotional aspects as compared to their male counterparts. Moreover, grade 10 students had a more positive attitude towards learning English language in terms of behavioural, cognitive and emotional aspects as compared to grade 9 students. Nonetheless, students of newly established English medium schools were more proficient in English as gauged by their examination scores in this subject as compared to their counterparts studying in established English medium schools. Moreover, female students were more proficient in English while students studying in grade 9 were less proficient in English than their seniors studying in grade 10. The findings of this research provide empirical evidence to future researchers wishing to explore the relationship between attitudes towards learning language and variables such as the medium of instruction of the school, gender and the grade level of the students. Furthermore, policymakers might revisit the English curriculum to formulate specific guidelines that promote a positive and gender-balanced outlook towards learning English for male and female students.

Keywords: attitude, behavioral aspect of attitude, cognitive aspect of attitude, emotional aspect of attitude

Procedia PDF Downloads 228

Authors: T. J. O Ceallaigh

Abstract:

Subject matter driven programs such as immersion programs are increasingly popular across the world. These programs have allowed for extensive experimentation in the realm of second language teaching and learning and have been at the centre of many research agendas since their inception. Even though immersion programs are successful, especially in terms of second language development, they remain complex to implement and not always as successful as what we would hope them to be. Among all the challenges these varied programs face, research indicates that the primary issue lies in the difficulty to create well-balanced programs where both content instruction and language/literacy instruction can be targeted simultaneously. Initial teacher education and professional development experiences are key drivers of successful language immersion education globally. They are critical to the supply of teachers with the mandatory linguistic and cultural competencies as well as associated pedagogical practices required to ensure learners’ success. However, there is a significant dearth of research on professional development experiences of immersion teachers. We lack an understanding of the nature of their expertise and their needs in terms of professional development as well as their perceptions of the primary challenges they face as they attempt to formulate a coherent pedagogy of integrated language and content instruction. Such an understanding is essential if their specific needs are to be addressed appropriately and thus improve the overall quality of immersion programs. This paper reports on immersion teacher perceptions of online professional development experiences that have a positive impact on their ability to facilitate language and content connections in instruction. Twenty Irish-medium immersion teachers engaged in the instructional integration of language and content in a systematic and developmental way during a year-long online professional development program. Data were collected from a variety of sources e.g., an extensive online questionnaire, individual interviews, reflections, assignments and focus groups. This study provides compelling evidence of the potential of online professional development experiences as a pedagogical framework for understanding the complex and interconnected knowledge demands that arise in content and language integration in immersion. Findings illustrate several points of access to classroom research and pedagogy and uncover core aspects of high impact online experiences. Teachers identified aspects such as experimentation and risk-taking, authenticity and relevance, collegiality and collaboration, motivation and challenge and teacher empowerment. The potential of the online experiences to foster teacher language awareness was also identified as a contributory factor to success. The paper will conclude with implications for designing meaningful and effective online CLIL professional development experiences.

Keywords: content and language integrated learning , immersion pedagogy, professional development, teacher language awareness

Procedia PDF Downloads 185

Authors: Christiana Gauci-Sciberras

Abstract:

The first language (L1) could be used in foreign language teaching and learning as a pedagogical tool to scaffold new knowledge in the target language (TL) upon linguistic knowledge that the learner already has. In a bilingual context, code-switching between the two languages usually occurs in classrooms. One of the reasons for code-switching is because both languages are used for scaffolding new knowledge. This research paper aims to find out why both the L1 (Maltese) and the L2 (English) are used in the classroom of Mandarin Chinese as a foreign language (CFL) in the bilingual context of Malta. This research paper also aims to find out the learners’ perceptions of the use of a bilingual medium of instruction. Two research methods were used to collect qualitative data; semi-structured interviews with adult learners of Mandarin Chinese and lesson observations. These two research methods were used so that the data collected in the interviews would be triangulated with data collected in lesson observations. The L1 (Maltese) is the language of instruction mostly used. The teacher and the learners switch to the L2 (English) or to any other foreign language according to the need at a particular instance during the lesson.

Keywords: Chinese, bilingual, pedagogical purpose of L1 and L2, CFL acquisition

Procedia PDF Downloads 203

Authors: Nanyonjo Juliet

Abstract:

Across Sub-Saharan Africa, it’s increasingly becoming an absolute necessity for either parents or governments to encourage learners, most particularly those attending high schools, to study a second or foreign language other than the “official language” or the language of instruction in schools. The major second or foreign languages under consideration include but are not necessarily limited to English, French, German, Arabic, Swahili/Kiswahili, Spanish and Chinese. The benefits of learning a second (foreign) language in the globalized world cannot be underestimated. Amongst others, it has been expounded to especially involve such opportunities related to traveling, studying abroad and widening one’s career prospects. Research has also revealed that beyond these non-cognitive rewards, learning a second language enables learners to become more thoughtful, considerate and confident, make better decisions, keep their brain healthier and generally – speaking, broaden their world views. The methodology of delivering a successful 2nd language – learning process by a professionally qualified teacher is located in motivation. We strongly believe that the psychology involved in teaching a foreign language is of paramount importance to a learner’s successful learning experience. The aim of this paper, therefore, is to explore and show the importance of motivation in the teaching and learning of a given 2nd (foreign) language in the local Ugandan high schools.

Keywords: second language, foreign language, language learning, language teaching, official language, language of instruction, globalized world, cognitive rewards, non-cognitive rewards, learning process, motivation

Procedia PDF Downloads 68

Authors: Shamsulhaq Amin

Abstract:

Unbound granular materials (UGMs) are pivotal in ensuring long-term quality, especially in the layers under the surface of flexible pavements and other constructions. This study seeks to better understand the behavior of the UGMs by looking at popular models for predicting lasting deformation under various levels of stresses and load cycles. These models focus on variables such as the number of load cycles, stress levels, and features specific to materials and were evaluated on the basis of their ability to accurately predict outcomes. The study showed that these factors play a crucial role in how well the models work. Therefore, the research highlights the need to look at a wide range of stress situations to more accurately predict how much the UGMs bend or shift. The research looked at important factors, like how permanent deformation relates to the number of times a load is applied, how quickly this phenomenon happens, and the shakedown effect, in two different types of UGMs: granite and limestone. A detailed study was done over 100,000 load cycles, which provided deep insights into how these materials behave. In this study, a number of factors, such as the level of stress applied, the number of load cycles, the density of the material, and the moisture present were seen as the main factors affecting permanent deformation. It is vital to fully understand these elements for better designing pavements that last long and handle wear and tear. A series of laboratory tests were performed to evaluate the mechanical properties of materials and acquire model parameters. The testing included gradation tests, CBR tests, and Repeated load triaxial tests. The repeated load triaxial tests were crucial for studying the significant components that affect deformation. This test involved applying various stress levels to estimate model parameters. In addition, certain model parameters were established by regression analysis, and optimization was conducted to improve outcomes. Afterward, the material parameters that were acquired were used to construct graphs for each model. The graphs were subsequently compared to the outcomes obtained from the repeated load triaxial testing. Additionally, the models were evaluated to determine if they demonstrated the two inherent deformation behaviors of materials when subjected to repetitive load: the initial phase, post-compaction, and the second phase volumetric changes. In this study, using log-log graphs was key to making the complex data easier to understand. This method made the analysis clearer and helped make the findings easier to interpret, adding both precision and depth to the research. This research provides important insight into picking the right models for predicting how these materials will act under expected stress and load conditions. Moreover, it offers crucial information regarding the effect of load cycle and permanent deformation as well as the shakedown effect on granite and limestone UGMs.

Keywords: permanent deformation, unbound granular materials, load cycles, stress level

Procedia PDF Downloads 39

Authors: Girish Choudhary

Abstract:

Education is in a state of flux. Not only one need to acquire skills in order to cope with a fast changing global world, an explosive growth in technology, on the other hand is providing a new wave of teaching tools - computer aided video instruction, hypermedia, multimedia, CD-ROMs, Internet connections, and collaborative software environments. The emerging technology incorporates the group qualities of interactive, classroom-based learning while providing individual students the flexibility to participate in an educational programme at their own time and place. The technology facilitating self learning also seems to provide a cost effective solution to the dilemma of delivering education to masses. Online education is a unique learning domain that provides for many to many communications as well. The computer conferencing software defines the boundaries of the virtual classroom. The changing paradigm provides access of instruction to a large proportion of society, promises a qualitative change in the quality of learning and echoes a new way of thinking in educational theory that promotes active learning and open new learning approaches. Putting it to practice is challenging and may fundamentally alter the nature of educational institutions. The subsequent part of paper addresses such questions viz. 'Do we need to radically re-engineer the curriculum and foster an alternate set of skills in students?' in the onward journey.

Keywords: on-line education, self learning, energy and power engineering, future education

Procedia PDF Downloads 329

Authors: Sarra Haouala, Issam Doghri

Abstract:

In this work, a multiscale computational strategy is proposed for the analysis of structures, which are described at a refined level both in space and in time. The proposal is applied to two-phase viscoelastic-viscoplastic (VE-VP) reinforced thermoplastics subjected to large numbers of cycles. The main aim is to predict the effective long time response while reducing the computational cost considerably. The proposed computational framework is a combination of the mean-field space homogenization based on the generalized incrementally affine formulation for VE-VP composites, and the asymptotic time homogenization approach for coupled isotropic VE-VP homogeneous solids under large numbers of cycles. The time homogenization method is based on the definition of micro and macro-chronological time scales, and on asymptotic expansions of the unknown variables. First, the original anisotropic VE-VP initial-boundary value problem of the composite material is decomposed into coupled micro-chronological (fast time scale) and macro-chronological (slow time-scale) problems. The former is purely VE, and solved once for each macro time step, whereas the latter problem is nonlinear and solved iteratively using fully implicit time integration. Second, mean-field space homogenization is used for both micro and macro-chronological problems to determine the micro and macro-chronological effective behavior of the composite material. The response of the matrix material is VE-VP with J2 flow theory assuming small strains. The formulation exploits the return-mapping algorithm for the J2 model, with its two steps: viscoelastic predictor and plastic corrections. The proposal is implemented for an extended Mori-Tanaka scheme, and verified against finite element simulations of representative volume elements, for a number of polymer composite materials subjected to large numbers of cycles.

Keywords: asymptotic expansions, cyclic loadings, inclusion-reinforced thermoplastics, mean-field homogenization, time homogenization

Procedia PDF Downloads 369

Authors: Miho Yamashita

Abstract:

In recent years, there have been attempts to introduce Machine Translation (MT) into foreign language teaching, especially in writing instructions. This is because the performance of neural machine translation has improved dramatically since 2016, and some university instructors started to introduce MT translations to their students as a "good model" to learn from. However, MT is still not perfect, and there are many incorrect translations. In order to translate the intended text into a foreign language, it is necessary to edit the original manuscript written in the native language (pre-edit) and revise the translated foreign language text (post-edit). The latter is considered especially difficult for users without a high proficiency level of foreign language. Therefore, the author allowed her students to use MT in her writing class in one of the private universities in Japan and investigated 1) how groups of students with different English proficiency levels revised MT translations when translating Japanese manuscripts into English and 2) whether the post-edit process differed when the students revised alone or in pairs. The results showed that in 1), certain non-post-edited grammatical errors were found regardless of their proficiency levels, indicating the need for teacher intervention, and in 2), more appropriate corrections were found in pairs, and their frequent use of a dictionary was also observed. In this presentation, the author will discuss how MT writing instruction can be integrated effectively in an aim to achieve multimodal foreign language education.

Keywords: machine translation, writing instruction, pre-edit, post-edit

Procedia PDF Downloads 64

Authors: Gertrude Nkechi Okenwa

Abstract:

Higher institutions, especially the universities that are saddled with the responsibilities of teaching, learning, research, publications and social services for the production of graduates that are worthy in learning and character, and the creation of up-to-date knowledge and innovations for the total socio-economic and even political development of a given nation. Therefore, the purpose of the study was to identify the teaching, learning techniques used in the Enugu State University of Science and Technology to ensure or ascertain students’ perception on these techniques. To guide the study, survey research method was used. The population for the study was made up of second and final year students which summed up to one hundred and twenty-six students in the faculty of education. Stratified random sampling technique was adopted. A sample size of sixty (60) students was drawn for the study. The instrument used for data collection was questionnaire. To analyze the data, mean and standard deviation were used to answers the research questions. The findings revealed that direct instruction and construction techniques are used in the university. On the whole, it was observed that the students perceived constructivist techniques to be more useful and effective than direct instruction technique. Based on the findings recommendations were made to include diversification of teaching techniques among others.

Keywords: Strategies, Teaching and Learning, Constructive Technique, Direct Instructional Technique

Procedia PDF Downloads 541

Authors: Melba D. Horton

Abstract:

Algae are identified as an alternative source of biofuel because of their ubiquitous distribution in aquatic environments. Diatoms are unique forms of algae characterized by silicified cell walls which have gained prominence in various technological applications. Polk County is home to a multitude of ponds and lakes but has not been explored for the presence of diatoms. Considering the condition of the waters brought about by predominant phosphate mining activities in the area, this research was conducted to determine if endemic diatoms are present and explore their potential for low-cost mass production. Using custom-built photobioreactors, water samples from various lakes provided by the Polk County Parks and Recreation and from nearby ponds were used as the source of diatoms together with other algae obtained during collection. Results of the initial culture cycles were successful, but later an overgrowth of other algae crashed the diatom population. Experiments were conducted in the laboratory to tease out some factors possibly contributing to the die-off. Generally, the total biomass declines after two culture cycles and the causative factors need further investigation. The lipid yield is minimum; however, the high frustule production after die-off adds value to the overall benefit of the harvest.

Keywords: diatoms, algae, biofuel, lipid, photobioreactor, frustule

Procedia PDF Downloads 188

Authors: N. S. Yen, T. H. Yang, W. H. Huang, Y. F. Fang, H. W. Cho

Abstract:

Ultimatum game is an experimental paradigm to study human decision making. There are two players, a proposer and a responder, to split a fixed amount of money. According to the traditional economic theory on ultimatum game, proposer should propose the selfish offers to responder as much as possible to maximize proposer’s own outcomes. However, most evidences had showed that people chose more fair offers, hence two hypotheses – fairness favoring and strategic concern were proposed. In current study, we induced the motivation in participants to be either selfish or altruistic, and manipulated the task variables, the stake sizes (NT$100, 1000, 10000) and the share sizes (the 40%, 30%, 20%, 10% of the sum as selfish offers, and the 60%, 70%, 80%, 90% of the sum as altruistic offers), to examine the two hypotheses. The results showed that most proposers chose more fair offers with longer reaction times (RTs) no matter in choosing between the fair and selfish offers, or between the fair and altruistic offers. However, the proposers received explicit self-interest instruction chose more selfish offers accompanied with longer RTs in choosing between the fair and selfish offers. Therefore, the results supported the strategic concern hypothesis that previous proposers choosing the fair offers might be resulted from the fear of rejection by responders. Proposers would become more self-interest if the fear of being rejected is eliminated.

Keywords: ultimatum game, proposer, self-interest, fear of rejection

Procedia PDF Downloads 375

Authors: Edicio M. Faller

Abstract:

The use of technology in the delivery of teaching and learning is vital nowadays especially in education. Computer Assisted Learning Module (CALM) software is the use of computer in the delivery of instruction with a tailored fit program intended for a specific lesson or a set of topics. The CALM software developed in this study is intended to supplement the traditional teaching methods in technical-vocational (TECH-VOC) instruction specifically the Consumer Electronics Servicing course. There are three specific objectives of this study. First is to create a learning enhancement and review materials on the selected lessons. Second, is to computerize the end-of-chapter quizzes. Third, is to generate a computerized mock exam and summative assessment. In order to obtain the objectives of the study the researcher adopted the Agile Model where the development of the study undergoes iterative and incremental process of the Software Development Life Cycle. The study conducted an acceptance testing using a survey questionnaire to evaluate the CALM software. The results showed that CALM software was generally interpreted as very satisfactory. To further improve the CALM software it is recommended that the program be updated, enhanced and lastly, be converted from stand-alone to a client/server architecture.

Keywords: computer assisted learning module, software development life cycle, computerized mock exam, consumer electronics servicing

Procedia PDF Downloads 393

Authors: Chuanphit Chumkhong

Abstract:

This research aimed 1) to study the effects of the management of Active Learning among 3rd year students enrolled in teacher’s profession courses and 2) to assess the satisfaction of the students with courses using the Active Learning approach. The population for the study consisted of 442 3rd year undergraduate students enrolled in two teacher education courses in 2015: Curriculum Development and Learning Process Management. They were 442 from 11 education programs. Respondents for evaluation of satisfaction with Active Learning management comprised 432 students. The instruments used in research included a detailed course description and rating scale questionnaire on Active Learning. The data were analyzed using arithmetic mean and standard deviation. The results of the study reveal the following: 1. Overall, students gain a better understanding of the Active Learning due to their actual practice on the activity of course. Students have the opportunity to exchange learning knowledge and skills. The AL teaching activities make students interested in the contents and they seek to search for knowledge on their own. 2. Overall, 3rd year students are satisfied with the Active Learning management at a ‘high’ level with a mean score (μ) of 4.12 and standard deviation (σ) of. 51. By individual items, students are satisfied with the 10 elements in the two courses at a ‘high’ level with the mean score (μ) between 3.79 to 4.41 and a standard deviation (σ) between to 68. 79.

Keywords: active learning teaching model, teacher’s professional courses, professional courses, curriculum and instruction teacher's

Procedia PDF Downloads 248

Authors: Matheus Müller, Delma Vidal

Abstract:

The present paper aims to expose two techniques of dewatering for sludge, analyzing its operations and dewatering processes, aiming at improving the conditions of disposal of residues with high liquid content. It describes the field tests performed on two geotextile systems, a closed geotextile tube and an open geotextile drying bed, both of which are submitted to two filling cycles. The sludge used in the filling cycles for the field trials is from the water treatment plant of the Technological Center of Aeronautics – CTA, in São José dos Campos, Brazil. Data about volume and height abatement due to the dewatering and consolidation were collected per time, until it was observed constancy. With the laboratory analysis of the sludge allied to the data collected in the field, it was possible to perform a critical comparative study between the observed and the scientific literature, in this way, this paper expresses the data obtained and compares them with the bibliography. The tests were carried out on three fronts: field tests, including the filling cycles of the systems with the sludge from CTA, taking measurements of filling time per cycle and maximum filling height per cycle, heights against the abatement by dewatering of the systems over time; tests carried out in the laboratory, including the characterization of the sludge and removal of material samples from the systems to ascertain the solids content within the systems per time and; comparing the data obtained in the field and laboratory tests with the scientific literature. Through the study, it was possible to perceive that the process of densification of the material inside a closed system, such as the geotextile tube, occurs faster than the observed in the drying bed system. This process of accelerated densification can be brought about by the pumping pressure of the sludge in its filling and by the confinement of the residue through the permeable geotextile membrane (allowing water to pass through), accelerating the process of densification and dewatering by its own weight after the filling with sludge.

Keywords: consolidation, dewatering, geotextile drying bed, geotextile tube

Procedia PDF Downloads 127

Authors: Nazir Amir

Abstract:

Teaching approaches to present science and mathematics content amongst academically-low-achieving students may need to be different than approaches that are adopted for the more academically-inclined students, primarily due to the different learning needs and learning styles of these students. In crafting out lessons to motivate and engage these students, teachers need to consider the backgrounds of these students and have a good understanding of their interests so that lessons can be presented in ways that appeal to them, and made relevant not just to the world around them, but also to their personal experiences. This presentation highlights how the author worked with a Professional Learning Community (PLC) of teachers in crafting out fun and feasible classroom teaching approaches to present science and mathematics content in ways that are made Relevant, Appealing, and Personal (RAP) to groups of academically-low-achieving students in Singapore. Feedback from the students and observations from their work suggest that they were engaged through the RAP-modes of instruction, and were able to appreciate the role of science and mathematics through a variety of low-cost design-based STEM (Science, Technology, Engineering, and Mathematics) activities. Such results imply that teachers teaching academically-low-achieving students, and those in under-resourced communities, could consider infusing RAP-infused instructions into their lessons in getting students develop positive attitudes towards STEM subjects.

Keywords: STEM Education, STEAM Education, Curriculum Instruction, Academically At-Risk Students, Singapore

Procedia PDF Downloads 304

Authors: B. Nečasová, P. Liška, J. Šlanhof

Abstract:

Verification of vented wooden façade system with bonded joints is presented in this paper. The potential of bonded joints is studied and described in more detail. The paper presents the results of an experimental and theoretical research about the effects of freeze cycling on the bonded joint. For the purpose of tests spruce timber profiles were chosen for the load bearing substructure. Planks from wooden plastic composite and Siberian larch are representing facade cladding. Two types of industrial polyurethane adhesives intended for structural bonding were selected. The article is focused on the preparation as well as on the subsequent curing and conditioning of test samples. All test samples were subjected to 15 cycles that represents sudden temperature changes, i.e. immersion in a water bath at (293.15 ± 3) K for 6 hours and subsequent freezing to (253.15 ± 2) K for 18 hours. Furthermore, the retention of bond strength between substructure and cladding was tested and strength in shear was determined under tensile stress. Research data indicate that little, if any, damage to the bond results from freezing cycles. Additionally, the suitability of selected group of adhesives in combination with timber substructure was confirmed.

Keywords: adhesive system, bonded joints, wooden lightweight façade, timber substructure

Procedia PDF Downloads 391

Authors: Julie Lucille H. Del Valle

Abstract:

To improve its public school education, the Philippines took a radical curriculum reform in 2012, by launching the K-to-12 program which not only added two years to its basic education but also mandated for a replacement of traditional teaching with learner-centered pedagogy, an instruction whose western underpinnings suggest improving student achievement, thus, making pedagogies in the country more or less similar with those in Europe and USA. This policy, however, placed learner-centered pedagogy in a binary opposition against teacher-centered instruction, creating a simplistic dichotomy between good and bad teaching. It is in this dichotomy that this study seeks to explore, using Critical Pedagogy of the Place as the lens, in understanding what constitutes good teaching across a range of learner-centered and teacher-centered pedagogies in the context of public schools in disadvantaged communities. Furthermore, this paper examines how pedagogical homogeneity, arguably influenced by dominant global imperatives with economic agenda – often referred as economisation of education – not only thins out local identities as structures of global schooling become increasingly similar but also limits the concept of good teaching to student outcomes and corporate employability. This paper draws from qualitative research on students, thus addressing the gap created by studies on good teaching which looked mainly into the perceptions of teachers and administrators, while overlooking those of students whose voices must be considered in the formulation of inclusive policies that advocate for true education reform. Using ethnographic methods including student focus groups, classroom observations, and teacher interviews, responses from students of disadvantaged schools reveal that good teaching includes both learner-centered and teacher-centered practices that incorporate ‘academic caring’ which sustains their motivation to achieve in school despite the challenging learning environments. The combination of these two pedagogies equips students with life-long skills necessary to gain equal access to sustainable economic opportunities in their local communities.

Keywords: critical pedagogy of the place, good teaching, learner-centered pedagogy, placed-based instruction

Procedia PDF Downloads 261

Authors: Anjali Vanpariya, Priyanka Marathey, Sakshum Khanna, Roma Patel, Indrajit Mukhopadhyay

Abstract:

Silicon (Si) is a promising negative electrode material for lithium-ion batteries (LiBs) due to its low cost, non-toxicity, and a high theoretical capacity of 4200 mAhg⁻¹. The primary challenge of the application of Si-based LiBs is large volume expansion (~ 300%) during the charge-discharge process. Incorporation of graphene, carbon nanotubes (CNTs), morphological control, and nanoparticles was utilized as effective strategies to tackle volume expansion issues. However, molten salt methods can resolve the issue, but high-temperature requirement limits its application. For sustainable and practical approach, room temperature (RT) based methods are essentially required. Use of ionic liquids (ILs) for electrodeposition of Si nanostructures can possibly resolve the issue of temperature as well as greener media. In this work, electrodeposition of Si nanoparticles on gold substrate was successfully carried out in the presence of ILs media, 1-butyl-3-methylimidazolium-bis (trifluoromethyl sulfonyl) imide (BMImTf₂N) at room temperature. Cyclic voltammetry (CV) suggests the sequential reduction of Si⁴⁺ to Si²⁺ and then Si nanoparticles (SiNs). The structure and morphology of the electrodeposited SiNs were investigated by FE-SEM and observed interconnected Si nanoparticles of average particle size ⁓100-200 nm. XRD and XPS data confirm the deposition of Si on Au (111). The first discharge-charge capacity of Si anode material has been found to be 1857 and 422 mAhg⁻¹, respectively, at current density 7.8 Ag⁻¹. The irreversible capacity of the first discharge-charge process can be attributed to the solid electrolyte interface (SEI) formation via electrolyte decomposition, and trapped Li⁺ inserted into the inner pores of Si. Pulverization of SiNs results in the creation of a new active site, which facilitates the formation of new SEI in the subsequent cycles leading to fading in a specific capacity. After 20 cycles, charge-discharge profiles have been stabilized, and a reversible capacity of 150 mAhg⁻¹ is retained. Electrochemical impedance spectroscopy (EIS) data shows the decrease in Rct value from 94.7 to 47.6 kΩ after 50 cycles of charge-discharge, which demonstrates the improvements of the interfacial charge transfer kinetics. The decrease in the Warburg impedance after 50 cycles of charge-discharge measurements indicates facile diffusion in fragmented and smaller Si nanoparticles. In summary, Si nanoparticles deposited on gold substrate using ILs as media and characterized well with different analytical techniques. Synthesized material was successfully utilized for LiBs application, which is well supported by CV and EIS data.

Keywords: silicon nanoparticles, ionic liquid, electrodeposition, cyclic voltammetry, Li-ion battery

Procedia PDF Downloads 125

Authors: Robert Cui

Abstract:

COVID-19 has drastically changed the way students interact and engage with their environments. Students, in particular, have been forced to change from in-person to online learning. How can we ensure that students continue to remain motivated even as their mode of education transitions to online learning? In this study conducted on high school students from a small private school (n = 50), we investigate the factors that predict student motivation during online learning. Using the framework of self-determination theory, we examine the three facets of student motivation during online learning: engagement, autonomy, and competence. We find that students' perception of their peers' engagement with the curriculum, feelings of parental academic expectations, perceptions of favoritism by the teacher, and perceived clarity of instruction given by the teacher all predict student engagement in online learning. Student autonomy is predicted by the amount of parental control a student feels, the clarity of instruction given by the teacher, and also the amount to which a student is perceiving their peers to be paying attention. Finally, competence is predicted by favoritism a student perceives from a teacher and also the amount of which a student is perceiving their peers to be paying attention. Based on these findings, we provide insights on how three important stakeholders –parents, teachers, and peers can enhance students' motivation during online learning.

Keywords: academic performance, motivation, online learning, parental influence, teacher, peers

Procedia PDF Downloads 141

Authors: Jacqueline Żammit

Abstract:

Online learning has become more popular as a substitute for traditional classroom instruction because of the COVID-19 epidemic. The study aimed to investigate how adult Maltese language learners evaluated the benefits and drawbacks of online instruction. 35 adult participants provided data through semi-structured interviews with open-ended questions. NVivo software was used to analyze the interview data using the thematic analysis method in order to find themes and group the data based on common responses. The advantages of online learning that the participants mentioned included accessing subject content even without live learning sessions, balancing learning with household duties, and lessening vulnerability to problems like fatigue, time-wasting traffic, school preparation, and parking space constraints. Conversely, inadequate Internet access, inadequate IT expertise, a shortage of personal computers, and domestic distractions adversely affected virtual learning. Lack of an Internet connection, IT expertise, a personal computer, or a phone with Internet access caused inequality in access to online learning sessions. Participants thought online learning was a way to resume academic activity, albeit with drawbacks. In order to address the challenges posed by online learning, several solutions are proposed in the research's conclusion.

Keywords: adult learners, online education, e-learning, challenges of online learning, benefits ofonline learning

Procedia PDF Downloads 60

Authors: Ann P. Daunic, Nancy Corbett

Abstract:

Background and Significance: Researchers emphasize the role that motivation, self-esteem, and self-regulation play in children’s early adjustment to the school culture, including skills such as identifying their own feelings and understanding the feelings of others. As social-emotional growth, academic learning, and successful integration within culture and society are inextricably connected, the Social-Emotional Learning Foundations (SELF) curriculum was designed to integrate social-emotional learning (SEL) instruction within early literacy instruction (specifically, reading) for Kindergarten and first-grade students at risk for emotional and behavioral difficulties. Storybook reading is a typically occurring activity in the primary grades; thus SELF provides an intervention that is both theoretically and practically sound. Methodology: The researchers will report on findings from the first two years of a three-year study funded by the US Department of Education’s Institute of Education Sciences to evaluate the effects of the SELF curriculum versus “business as usual” (BAU). SELF promotes the development of self-regulation by incorporating instructional strategies that support children’s use of SEL related vocabulary, self-talk, and critical thinking. The curriculum consists of a carefully coordinated set of materials and pedagogy designed specifically for primary grade children at early risk for emotional and behavioral difficulties. SELF lessons (approximately 50 at each grade level) are organized around 17 SEL topics within five critical competencies. SELF combines whole-group (the first in each topic) and small-group lessons (the 2nd and 3rd in each topic) to maximize opportunities for teacher modeling and language interactions. The researchers hypothesize that SELF offers a feasible and substantial opportunity within the classroom setting to provide a small-group social-emotional learning intervention integrated with K-1 literacy-related instruction. Participating target students (N = 876) were identified by their teachers as potentially at risk for emotional or behavioral issues. These students were selected from 122 Kindergarten and 100 first grade classrooms across diverse school districts in a southern state in the US. To measure the effectiveness of the SELF intervention, the researchers asked teachers to complete assessments related to social-emotional learning and adjustment to the school culture. A social-emotional learning related vocabulary assessment was administered directly to target students receiving small-group instruction. Data were analyzed using a 3-level MANOVA model with full information maximum likelihood to estimate coefficients and test hypotheses. Major Findings: SELF had significant positive effects on vocabulary, knowledge, and skills associated with social-emotional competencies, as evidenced by results from the measures administered. Effect sizes ranged from 0.41 for group (SELF vs. BAU) differences in vocabulary development to 0.68 for group differences in SEL related knowledge. Conclusion: Findings from two years of data collection indicate that SELF improved outcomes related to social-emotional learning and adjustment to the school culture. This study thus supports the integration of SEL with literacy instruction as a feasible and effective strategy to improve outcomes for K-1 students at risk for emotional and behavioral difficulties.

Keywords: Socio-cultural context for learning, social-emotional learning, social skills, vocabulary development

Procedia PDF Downloads 125