Positive Effects of Converting a Food and Bioprocessing Analysis Course to an Inquiry‐Guided Approach     

Gabriel K. Harris  Sanja Cvitkusic  Amanda S. Draut  Chelani S. Hathorn  Amanda M. Stephens  Karen E. Constanza  Michael J. Leonardelli  Ruth H. Watkins  Lisa O. Dean  Nathaniel G. Hentz 《Journal of Food Science Education》2012,11(2):23-27

Abstract: Food science laboratory courses are traditionally taught as a series of preplanned laboratories with known endpoints. In contrast, inquiry‐guided (IG) laboratories allow students to ask questions, think through problems, design experiments, then adapt and learn in response to unexpected results. This study examined the effects of converting the course, “Analytical Techniques in Food and Bioprocessing Sciences” from a traditional approach (2008 to 2010 data) to an IG approach (2011 data) by assigning teams of 2–3 students a food and a set of 5 analyses to conduct over the course of the semester. Students were required to choose and justify the use of specific methods for each analysis, as well as to develop a supply list and a budget for the semester‐long project. During the semester, students were required to post and discuss their weekly progress with the instructor, teaching assistants, and the rest of the class using an online discussion forum. At the end of the semester, students were required to present the results of their analysis in both oral and written formats. Overall course grades were significantly higher (P≤ 0.05) using IG in 2011 compared to 2010 and 2009, but not to 2008 grades. Numerical course evaluations for the instructor, overall course, and lab, as well as written course evaluations all significantly (P≤ 0.05) improved. This suggests that an IG approach may measurably improve student performance in terms of course grades and the ability to complete semester long projects. It may also increase student satisfaction with the course, as measured by numerical and written end of semester surveys.  相似文献   

“Reading and deafness”: a review     

Rachael E. Gabriel  Hannah M. Dostal 《Reading and writing》2013,26(2):317-320

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Communities in the making: Pedagogic explorations using oral history     

Jennifer Harding  John Gabriel 《International Studies in Sociology of Education》2013,23(3):185-202

This article discusses two projects supported by the Higher Education Active Community Fund, which involved student and staff volunteers in working with local communities and community-based organisations in two London boroughs. Oral history methods were used to investigate and represent the experiences of elderly people living in Borough A and young people who have been in foster care in Borough B and their carers. Both projects involved collecting detailed life stories on video and editing these for exhibition in the public domain. The video for Borough A was to form part of the Council's website, the older people's portal. The video for Borough B was to be used to train people providing professional services to young people in foster care and to involve the young people in filming, editing and producing a soundtrack. The article discusses the aims and context of the two projects and critically reviews the learning experiences involved. It analyses issues raised by volunteering, working with local communities, and attempting to represent marginalised experience. It reflects critically on notions of community and community development and discusses relations between oral history projects and community definition, higher education and society.  相似文献   

Culture and equality in education     

Gabriel Chanan 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):108-116

The advent of comprehensive education implies a search for a common culture, or a common treatment of culture, across the whole school population. This article reviews the present stage in this search, attempting to define a suitable treatment of culture by secondary schools. The history of schools’ treatment of cultural sources is briefly invoked, particularly the differences in treatment found in grammar and secondary modern schools. Purportedly progressive attitudes to ‘formal’ or ‘high’ culture are analysed and found to be too simplistic. Traditional education is shown not to have genuinely served its own’ supposed cultural aims, whilst progressives’ rejection to those aims is shown to be inadequate as a reaction to what traditional education actually did rather than claimed to do. It is proposed that a more engaged approach to formal culture, involving critical receptivity, is appropriate for all pupils, and would also require the nourishment of a more receptive attitude to pupils’ own creativity.

Since we have liberated the term ‘culture’ from meaning merely a rarified level of works of art, it has become so all‐embracing as to be almost unmanageable. Influenced by anthropology, we now tend to think of culture as extending to the most casual level of value and idea by which we live our daily lives. It even includes our most informal language habits.

The difficulty, of course, with such an all‐embracing notion is that it makes the subject almost impossible to talk about. Criteria of quality , and currency are blurred. Part of the same confusion is that the education system, formerly seen as the custodian of ‘culture’, now has no name for the special resources of knowledge which are ‐‐ or used to be ‐‐ its particular responsibility.

I will use culture here to mean those public works or activities which represent man to himself and are value laden. Thus literature, psychology, history, philosophy, politics, law, economics and sociology would all be included. They might have scientific elements but they still convey normative images of man.

If the concept of culture itself, even as so defined, has a blunt edge, we must discriminate elements within it in order to make the area susceptible to discussion. To get a picture of how schools, traditionally, have mediated culture, we must distinguish at least five broad elements:

1. formal, by which is meant that part in which academic and professional institutions specialize;

2. informal, meaning relatively spontaneous and non‐centralized activities, including ordinary conversation;

3. mass culture, such as films, television, popular music, advertising;

4. avant‐garde culture, arising out of a sense of crisis in the formal culture; and

5. ethnic, other than that which coincides with the content of previous categories.

These are pretty crude categories, but they are a little better than such common divisions as ‘high/low’, ‘popular/serious’ and ‘traditional/contemporary’, and they permit some analysis of relationships between different elements within our culture as a whole.  相似文献   

ISDN: the distance-learning solution?     

Dr Gabriel Jacobs 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(1):65-67

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意大利实心粉年(节选)     

万学  村上春树  菲利浦·加布里埃尔 《海外英语》2006,(4):32-34

村上春树的作品总是承载着幽幽的孤独、脉脉的温情和淡淡的忧伤,流淌着一种孤独之美。该文亦如是。女主人翁与男朋友分手后,一个人孤独地怀念,孤独地怨恨,孤独地冥想,孤独地和自己的心灵对话。那日复一日吃意大利实心粉的执著,那大得可以装下德国牧羊人的铝锅以及捏成德国牧羊人的实心粉,那如零碎的记忆般的拜访者,那印象模糊的电话那端的女孩……这一切都将女主人翁的内心世界展露无遗。村上春树笔端细腻,刻画人物内心情感丝丝入扣,震撼人心。  相似文献   

Stadtökonomische Impulse durch Sport: Möglichkeiten und Grenzen     

Dr. Gabriel M. Ahlfeldt 《Sportwissenschaft》2010,40(1):63-65

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Preservice teachers’ knowledge of proof by mathematical induction   总被引：2，自引：1，他引：1  

Gabriel J. Stylianides  Andreas J. Stylianides  George N. Philippou 《Journal of Mathematics Teacher Education》2007,10(3):145-166

There is a growing effort to make proof central to all students’ mathematical experiences across all grades. Success in this goal depends highly on teachers’ knowledge of proof, but limited research has examined this knowledge. This paper contributes to this domain of research by investigating preservice elementary and secondary school mathematics teachers’ knowledge of proof by mathematical induction. This research can inform the knowledge about preservice teachers that mathematics teacher educators need in order to effectively teach proof to preservice teachers. Our analysis is based on written responses of 95 participants to specially developed tasks and on semi-structured interviews with 11 of them. The findings show that preservice teachers from both groups have difficulties that center around: (1) the essence of the base step of the induction method; (2) the meaning associated with the inductive step in proving the implication P(k) ⇒ P(k + 1) for an arbitrary k in the domain of discourse of P(n); and (3) the possibility of the truth set of a sentence in a statement proved by mathematical induction to include values outside its domain of discourse. The difficulties about the base and inductive steps are more salient among preservice elementary than secondary school teachers, but the difficulties about whether proofs by induction should be as encompassing as they could be are equally important for both groups. Implications for mathematics teacher education and future research are discussed in light of these findings.

George N. PhilippouEmail:

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Mathematics for teaching: A form of applied mathematics     

Gabriel J. Stylianides  Andreas J. Stylianides 《Teaching and Teacher Education》2010

In this article we elaborate a conceptualisation of mathematics for teaching as a form of applied mathematics (using Bass's idea of characterising mathematics education as a form of applied mathematics) and we examine implications of this conceptualisation for the mathematical preparation of teachers. Specifically, we focus on issues of design and implementation of a special kind of mathematics tasks whose use in mathematics teacher education can support the development of knowledge of mathematics for teaching. Also, we discuss broader implications of the article for mathematics teacher education, including implications for mathematics teacher educators' knowledge for promoting mathematics for teaching.  相似文献   

Practicing a maximal performance task: a cooperative strategy for muscle activity     

Gabriel DA  Boucher JP 《Research quarterly for exercise and sport》2000,71(3):217-228

The effect of practice on predicting elbow flexion movement time was studied. Participants (N = 18) performed 400 elbow flexion trials to a target in the horizontal plane. The trials were distributed equally over four sessions. The goal was to decrease the movement time (MT) for the same degree of accuracy. The electromyographic (EMG) activity of the biceps and triceps brachii was monitored with standard Beckman Ag/AgCl surface electrodes. The EMG measures formed two variable sets within one prediction equation. One variable set was composed of the onset of muscle activity relative to the start of movement (motor time) and the duration of muscle activity. The other variable set consisted of the mean amplitude value of the entire burst and of the first 30 ms (Q30) of activity. As the maximal speed of limb movement increased, the duration of muscle activity (motor time and EMG duration) decreased, and the magnitude of muscle activity (MAV and Q30) increased. Most of the change in the duration of muscle activity occurred in Session 1, while the magnitude of muscle activity continued to increase until Session 3. Multiple regression analysis revealed a cooperative strategy between the magnitude and duration of muscle activity. Early in learning, participants adjusted the magnitude of muscle activity to increase limb movement speed. As practice continued, alterations in the duration of muscle activity became more important, while the magnitude changes were less involved. Late in learning, both dimensions of muscle activity were used to decrease MT. We suggest that the interplay between the magnitude and duration of muscle activity may be due to: (a) cognitive factors related to the division of attention in a motor skill, (b) an increase in the frequency of motor unit firing that affects both dimensions of muscle activity, or (c) some combination of (a) and (b).  相似文献