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1.
Alejandra J. Magana Sadhana Balachandran 《Journal of Science Education and Technology》2017,26(3):332-346
Electromagnetism is an umbrella encapsulating several different concepts like electric current, electric fields and forces, and magnetic fields and forces, among other topics. However, a number of studies in the past have highlighted the poor conceptual understanding of electromagnetism concepts by students even after instruction. This study aims to identify novel forms of “hands-on” instruction that can result in representational competence and conceptual gain. Specifically, this study aimed to identify if the use of visuohaptic simulations can have an effect on student representations of electromagnetic-related concepts. The guiding questions is How do visuohaptic simulations influence undergraduate students’ representations of electric forces? Participants included nine undergraduate students from science, technology, or engineering backgrounds who participated in a think-aloud procedure while interacting with a visuohaptic simulation. The think-aloud procedure was divided in three stages, a prediction stage, a minimally visual haptic stage, and a visually enhanced haptic stage. The results of this study suggest that students’ accurately characterized and represented the forces felt around a particle, line, and ring charges either in the prediction stage, a minimally visual haptic stage or the visually enhanced haptic stage. Also, some students accurately depicted the three-dimensional nature of the field for each configuration in the two stages that included a tactile mode, where the point charge was the most challenging one. 相似文献
2.
Sadhana Joshi Sadhana Mane Vaishali Agte 《Indian journal of clinical biochemistry : IJCB》1991,6(2):97-103
Dietary fiber components e.g. cellulose, hemicellulose and lignin are estimated in 53 commonly consumed Indian foods, with
an objective to get an estimate of habitual level of intakes in Indians. Results indicate that there is a wide range of variation
in Indian foods in cellulose, hemicellulose and lignin content for all the classes of Indian foods. This is useful to modify
the diets with varying proportions of fiber but giving the same level of calories. When our values were compared with fifteen
values obtained by Kamat and Belavady (1) and nine values of Anuradhaet al (7) the values were found to be comparable (P>.01). However they were significantly different (P<.01) when compared with
eleven values of Premakumari (8). A computer program FIBER. INT based on cooked factors is developed for the calculation of
habitual level of cellulose, hemicellulose and lignin for Indian diets. Total NDF is in the range 20.5–47.6 grams per day
for 28 adult males and 15.2–26.1 grams per day for 6 females. However fiber expressed as gram per 1000 calories is 13.1 in
females as compared to 11.9 in males. Diets with combination of wheat and sorghum were highest in fiber content (12.5 gram
per 1000 K calories). 相似文献
3.
Jessica?GoldsteinEmail author Sadhana?Puntambekar 《Journal of Science Education and Technology》2004,13(4):505-522
This study was designed to contribute to a small but growing body of knowledge on the influence of gender in technology-rich collaborative learning environments. The study examined middle school students attitudes towards using computers and working in groups during scientific inquiry. Students attitudes towards technology and group work were analyzed using questionnaires. To add depth to the findings from the survey research, the role of gender was also investigated through the analysis of student conversations in the context of two activities: exploring science information on a hypertext text and conducting hands-on investigations. The data suggest that not only are girls and boys are similar with regard to attitudes about computers and group work, but that during collaborative learning activities, girls may actually participate more actively and persistently regardless of the nature of the task. 相似文献
4.
Pedagogical Affordances of Multiple External Representations in Scientific Processes 总被引：2，自引：2，他引：0
Multiple external representations (MERs) have been widely used in science teaching and learning. Theories such as dual coding theory and cognitive flexibility theory have been developed to explain why the use of MERs is beneficial to learning, but they do not provide much information on pedagogical issues such as how and in what conditions MERs could be introduced and used to support students?? engagement in scientific processes and develop competent scientific practices (e.g., asking questions, planning investigations, and analyzing data). Additionally, little is understood about complex interactions among scientific processes and affordances of MERs. Therefore, this article focuses on pedagogical affordances of MERs in learning environments that engage students in various scientific processes. By reviewing literature in science education and cognitive psychology and integrating multiple perspectives, this article aims at exploring (1) how MERs can be integrated with science processes due to their different affordances, and (2) how student learning with MERs can be scaffolded, especially in a classroom situation. We argue that pairing representations and scientific processes in a principled way based on the affordances of the representations and the goals of the activities is a powerful way to use MERs in science education. Finally, we outline types of scaffolding that could help effective use of MERs including dynamic linking, model progression, support in instructional materials, teacher support, and active engagement. 相似文献
5.
Sadhana Bery 《Equity & Excellence in Education》2013,46(3):334-352
This article argues that multiculturalism, especially when it is led and controlled by Whites, and in the absence of collective anti-racist struggles, can reproduce the ontologies, epistemologies, and practices of white supremacy. I use a case study of a reenactment of Atlantic black slavery, produced by white teachers to investigate whether multiculturalism can be more than a technology of white supremacy. I conclude that by employing the restored behaviors of slavery, the reenactment failed to add to an interrogation of whiteness and anti-racism. Instead of contributing to the reformation of whiteness and the empowering of Blacks, it reinforced anti-blackness. I end with a discussion of how to teach slavery ethically. 相似文献
6.
Educational Psychology Review - This paper traces the origins of the scaffolding construct, placing it in its theoretical-historical context. The paper discusses the connection between... 相似文献
7.
Although educational research and practice has found many benefits of long-term and complex design activities, an issue of growing concern is that students might lose sight of science learning while diverting their attention to design aesthetics, collaborative management, and technology. A question is whether or not science is actually separate from these aspects; it may be that science permeates the design environment and is thus contexted within these other activities. To investigate this possibility we followed a classroom of 33 students, divided into 7 teams, and we examined their science discussions as they planned for creating instructional software designs. Specifically, we investigated which conversational contexts gave rise to science talk. We found that a focus on the fine-grained details of the instructional science designs themselves and the contributions of more design-experienced students played an important role in the sophistication of the science content in the planning discussions. In examining less productive contexts for science talk, we found that a conversational focus in planning discussions on collaboration and software issues, as well as the science focus of the software designs, impacted the quality of science integration. In our discussion, we address the issue of which design contexts afford opportunities for richer discourse and the implications for other project-based design activities. 相似文献
8.
Toward implementing distributed scaffolding: Helping students learn science from design 总被引：1，自引：0，他引：1
In this article, we present two studies that helped us understand the kinds of support that students need to learn science successfully from design activities. Both were enacted in the context of an approach to learning science from design called learning by design (LBD). In our first study, we designed and integrated a paper‐and‐pencil scaffolding tool, the design diary, into an LBD unit to support students' design‐related activities. We learned two important lessons from the first study. First, we refined our understanding of the processes involved in designing and the ways we might present those processes to students. Second, and more important, we observed that in the dynamic, complex environment of the classroom, not all of the scaffolding could be provided with any one tool or agent. We found that students need multiple forms of support and multiple learning opportunities to learn science successfully from design activities. In our next study, we provided additional support through an organized system of tools and agents. Our analysis of data from the second study leads us to believe that supporting multiple students in a classroom requires us to rethink the notion of scaffolding as it applied to groups of learners in a classroom. We put forth the notion of distributed scaffolding as an approach to supporting hands‐on inquiry learning in a classroom. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 185–217, 2005 相似文献
9.
In this paper, we present two studies designed to help students navigate effectively and learn from a hypertext system, CoMPASS.
Our first study (N = 74) involved an analysis of students’ navigation patterns to group them into clusters, using a k-means clustering technique. Based on this analysis, navigation patterns were grouped into four clusters, enabling us to understand
the kinds of support that students needed. This formed the basis of our next study, in which we designed and implemented metanavigation
support to help students navigate and learn science content. Support in the form of prompts was provided to one group (N = 58) while a second group (N = 58) with no support served as the comparison group. Our results suggest that students in the support group performed better
on a concept-mapping task. Based on the results we provide suggestions for providing metacognitive support in hypertext systems. 相似文献
10.
Sarah Sullivan Dana Gnesdilow Sadhana Puntambekar Jee-Seon Kim 《International Journal of Science Education》2013,35(12):1573-1600
ABSTRACTPhysical and virtual experimentation are thought to have different affordances for supporting students’ learning. Research investigating the use of physical and virtual experiments to support students’ learning has identified a variety of, sometimes conflicting, outcomes. Unanswered questions remain about how physical and virtual experiments may impact students’ learning and for which contexts and content areas they may be most effective. Using a quasi-experimental design, we examined eighth grade students’ (N?=?100) learning of physics concepts related to pulleys depending on the sequence of physical and virtual labs they engaged in. Five classes of students were assigned to either the: physical first condition (PF) (n?=?55), where students performed a physical pulley experiment and then performed the same experiment virtually, or virtual first condition (VF) (n?=?45), with the opposite sequence. Repeated measures ANOVA’s were conducted to examine how physical and virtual labs impacted students’ learning of specific physics concepts. While we did not find clear-cut support that one sequence was better, we did find evidence that participating in virtual experiments may be more beneficial for learning certain physics concepts, such as work and mechanical advantage. Our findings support the idea that if time or physical materials are limited, using virtual experiments may help students understand work and mechanical advantage. 相似文献