Use of Computer Modeling of Site-Directed Mutagenesis of a Selected Enzyme: A Class Activity for an Introductory Biochemistry Course     

Jones  Marjorie A.  Shoffner  Raymond  Friesen  Jon 《Journal of Science Education and Technology》2003,12(4):413-419

For an introductory undergraduate biochemistry class, we developed an interactive, out of classroom, team project that would allow students to gain a better understanding of protein structure and function. This project involved the use of the molecular visualization program RasMol and computer simulated site-directed mutagenesis of selected amino acids of the enzyme, Uroporphyrinogen decarboxylase. Survey data from students after completion of the project indicated that they had developed a more complete understanding of protein three-dimensional structure leading to functionality.  相似文献   

Rhetoric and reality: using ICT to enhance pupil learning—Harry Potter and the Warley Woods Mystery—Case study 2     

Jon Nichol  Kate Watson  Graham Waites 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(2):201-213

How can we use ICT to enhance the quality of pupil learning? The case study below deliberately embedded ICT within the context of an existing scheme of work to develop 11–12 year olds’ understanding of the skills and processes of historical investigation. It also mapped onto the existing teaching styles of the teachers involved, and reflected their orientation—beliefs and values. The role for the ICT was to present the pupils with a problem that would intrigue, excite and motivate them. Accordingly, we asked them to act in role as assistants to Harry and Hermione in investigating the strange death of Sam Woodhouse in 1822. The pupils carried out the investigation using a hyperlinked set of clues. They had undertaken two identical kinds of investigation earlier in the year. One was a murder mystery, the other the disappearance of the Princes in the Tower in 1483. For both these mysteries the clues were on cards. Comparisons of the results of the ICT mystery with those of the earlier two investigations suggest that the hyperlink version was equally effective in terms of developing understanding, with some clear advantages in developing pupils’ overall understanding of the problem and ability to make links between disparate clues and pieces of information.  相似文献   

Auditory perceptual processing in reading disabled children     

Jon Shapiro  Gary W. Nix  Steven F. Foster 《Journal of Research in Reading》1990,13(2):123-132

One hundred and three children attending Learning Assistance Centres due to reading difficulties and one hundred and three matched, average readers were administered a battery of auditory perceptual processing tasks. The battery was composed of auditory analysis and synthesis, auditory sequential memory, auditory discrimination, and phonemic segmentation tasks. A principal components analysis yielded four factors. These were determined to be advanced phonological awareness, sequential memory, discrimination, and simple phonological awareness. Discriminant analyses, using the factor scores, indicated that three of the four factors were able to discriminate between the able and disabled readers. Most notable among these was advanced phonological awareness. Auditory discrimination could not discriminate between the groups. The results suggest that there may not be one underlying phonological ability implicated in successful reading acquisition. Furthermore, it is clear that two levels of phonological awareness exist and that screening and diagnostic instruments should address both in order to have predictive validity.  相似文献   

'Not Without Dust and Heat': The Moral Bases of the 'New' Academic Professionalism     

Jon Nixon 《British Journal of Educational Studies》2001,49(2):173-186

This paper challenges the view that academic professionalism resides in the professional 'autonomy' of the academic, the 'self-regulation' of academics as an occupational group, and the differential 'status' of academic workers. This still influential (though residual) notion of academic professionalism, it is argued, leads to institutional stasis. What is required is greater reflexivity by academics in respect of their underlying professional values. In particular the piece challenges the academic community (of which the author is a member) to re-think academic freedom – the bedrock of professional identity within that community – in terms of increased inclusivity: 'freedom for all' rather than 'freedom for academics' The paper touches on issues relating to practice and organisational structure, but focuses primarily on the need for academics to shift the moral bases of their claim to professionalism. In so doing, it also challenges the post-Dearing consensus that the debate on academic professionalism can be adequately conducted in terms of 'standards' and 'outcomes'. A prime purpose of the paper is to promote debate and discussion by setting a different kind of agenda (a moral agenda) and by couching that agenda within a different kind of discourse (one that invites and admits moral speculation).  相似文献   

Change in beliefs after first-year of teaching: The case of Turkish national curriculum context     

Çiğdem Haser  Jon R. Star 《International Journal of Educational Development》2009

The impact of national curriculum context on mathematics related beliefs of 12 beginning middle grades mathematics teachers was investigated after the teacher education program and first-year teaching through interviews and a combination of three belief frameworks. National curriculum requirements, lack of effective mentoring programs, and preservice tutoring experiences were detected as the major factors impacting beliefs. Participants simultaneously had teacher-centered and student-centered beliefs, causing inconsistency in beliefs and practices. While participants’ preservice and first-year experiences contrasted, they developed contextual beliefs to deal with the difficulties. Reflections on teacher education and beginning teacher support policies in national curriculum contexts were discussed.  相似文献   

Distance education: yes,we can!   总被引：1，自引：1，他引：0  

Jon Baggaley 《Distance Education》2009,30(1):163-165

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Integrating Free Computer Software in Chemistry and Biochemistry Instruction: An International Collaboration     

David L. Cede?o  Marjorie A. Jones  Jon A. Friesen  Mark W. Wirtz  Luz Amalia Ríos  Gonzalo Taborda Ocampo 《Journal of Science Education and Technology》2010,19(5):434-437

At the Universidad de Caldas, Manizales, Colombia, we used their new computer facilities to introduce chemistry graduate students to biochemical database mining and quantum chemistry calculations using freeware. These hands-on workshops allowed the students a strong introduction to easily accessible software and how to use this software to begin to explore computer modeling. Each workshop was scheduled for 2 h and each included a tutorial exercise to familiarize the students with the main menus and features of the software. In addition, accompanying lectures and practical laboratory sections were provided. Both courses were taught in Spanish although the written instructions were in English. This was not a problem since these students have a comfort level with reading English. Student feedback following these workshops was highly enthusiastic and positive. This international collaborative will impact both the teaching and research goals for this cohort of graduate students.  相似文献   

论亚洲远程教育方法与技术的融合     

乔恩·巴格利  李亚婉 《现代远距离教育》2010,(6):13-17

由于传统媒体的单向传输方式,远程教育在很长时间都没有很好地发挥其教学功能。现代教育技术的发展克服了原有的技术问题,在很大程度体现了双向交互功能,从文本会议形式到目前使用的博客,以及实时性视频会议系统,这些技术条件都为远程教育发展开辟了美好的前景。传统的观念只是将远程教育形式作为一种无奈的选择。这种认识并不是没有依据的。其主要观点是以往的学习者无法获得更多的技术,同时教学方法的采用也没有真正与技术自身的特质相匹配。即便是在今天,我们依然可以观察到在许多情况下,远程教育的教学方法与技术之间并没有达到真正意义上的和谐与统一。  相似文献   

Injury prevention in male youth soccer: Current practices and perceptions of practitioners working at elite English academies     

Paul J. Read  Pablo Jimenez  Jon L. Oliver  Rhodri S. Lloyd 《Journal of sports sciences》2018,36(12):1423-1431

Forty-one practitioners inclusive of physiotherapists, sports scientists and strength and conditioning coaches from the academies of elite soccer clubs in the United Kingdom completed an on-line questionnaire which examined their: (1) background information; (2) perceptions of injury occurrence and risk factors; (3) screening and return to play; and (4) approach to designing and delivering injury prevention programmes with a response rate of 55% (41/75). Contact injuries were the most common mechanism reported and players between 13–16 years of age were perceived to be at the greatest risk. Pertinent risk factors included: reduced lower limb and eccentric hamstring strength, proprioception, muscle imbalances, and under developed foundational movement skills. Joint range of motion, jump tests, the functional movement screen, overhead and single leg squats were the most utilised screening methods. Training modalities rated in order of importance included: resistance training, flexibility development, agility, plyometrics and balance training. Training frequency was most commonly once or twice per week, during warm-ups, independent sessions or a combination of both. Injury prevention strategies in this cohort appear to be logical; however, the classification of injury occurrence and application of screening tools to identify “at risk” players do not align with existing research. The frequency and type of training used may also be insufficient to elicit an appropriate stimulus to address pertinent risk factors based on current recommendations.  相似文献   

Teaching univariate measures of location‐using loss functions          下载免费PDF全文

Jon‐Paul Paolino 《Teaching Statistics》2018,40(1):16-23

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