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Wee Sim Choo; 《Journal of Food Science Education》2023,20(4):146-154
A broad range of approaches to learning such as traditional lectures, laboratory learning, online learning, and active learning are used in higher education settings. Specifically, in the field of science and technology, laboratory learning is crucial and a form of active learning. The objective of this study was to examine the use of these four different learning approaches in a third-year, undergraduate Food Science and Technology subject to facilitate learning, where previously only traditional lectures and laboratory learning had been used. Two new learning approaches, online learning and active learning in class, were incorporated, replacing two-thirds of the traditional lectures. Student perspectives and preference to these four learning approaches were recorded using an online survey. Hands-on laboratory classes were selected by the majority of students as the most effective way they learned, and also their most preferred learning approach. Majority of the students also found that the use of an educational technology, a polling tool contributed to their active learning in class. Finally, the intended learning outcome of an activity should be carefully considered when applying a learning approach to facilitate learning. 相似文献
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Concerns regarding whether a sufficient supply of school psychologists exists have been evident for decades. Studies have predicted that school psychology would face a critical personnel shortage that would peak in 2010, but continue into the foreseeable future. The current study is a 10‐year follow‐up investigation based on previously published personnel shortage projections. Data derived from the National Association of School Psychologists 2009–2010 national study were used to examine current personnel shortages as well as to project the extent to which personnel shortages are likely to continue. Findings indicate that the field of school psychology continues to experience a personnel shortage that will continue through 2025. Additionally, greater rates of retirements are projected for the field for school psychologists who are males, who possess a doctoral degree, and for university faculty. Analyses based on the U.S. Census Regions indicate that notable differences are likely to occur in the match between the supply of and demand for school psychologists based on geographical location. Implications are discussed relating to the recruitment and retention of school psychologists and to the services they deliver. 相似文献
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In this paper, we analyse the aims, contents and impact of Seabra’s two-volume textbook – Elementos de Chimica (Elements of Chemistry) – published in 1788 and 1790. Seabra’s Elements of Chemistry does not conform to the characteristics usually ascribed to textbooks by traditional historiography, and in particular to textbooks published in the peripheries. Marking the arrival of the new chemistry in Portugal, in a period in which many still resisted Lavoisier’s chemistry, this textbook was a state of the art account written in Portuguese, interspersed with critical evaluations, original comments and novel contributions. Despite being the only Portuguese chemistry textbook written during this period, it had hardly any readers, even among its natural audience at the University of Coimbra. 相似文献
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Edson M. Huziwara Saulo M. Velasco Gerson Y. Tomanari Deisy G. de Souza Armando D. Machado 《Learning & behavior》2013,41(2):192-204
In two experiments, we investigated emergent conditional relations in pigeons using a symbolic matching-to-sample task with temporal stimuli as the samples and hues as the comparisons. Both experiments comprised three phases. In Phase I, pigeons learned to choose a red keylight (R) but not a green keylight (G) after a 1-s signal. They also learned to choose G but not R after a 4-s signal. In Phase II, correct responding consisted of choosing a blue keylight (B) after a 4-s signal and a yellow keylight (Y) after a 16-s signal. Comparisons G and B were both related to the same 4-s sample, whereas comparisons R and Y had no common sample. In Phase III, R and G were presented as samples, and B and Y were presented as the comparisons. The choice of B was correct following G, and the choice of Y was correct following R. If a relation between comparisons that shared a common sample were to emerge, then responding to B given G would be more likely than responding to Y given R. The results were generally consistent with this prediction, suggesting, for the first time in pigeons, the emergence of novel relations that involve temporal stimuli as nodal samples. 相似文献
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Henry Brown Brian Dawson Martyn J. Binnie Hugh Pinnington Marc Sim Tristan D. Clemons 《European Journal of Sport Science》2017,17(6):741-747
This study compared markers of muscle damage and inflammation elevated by a matched-intensity interval running session on soft sand and grass surfaces. In a counterbalanced, repeated-measures and crossover design, 10 well-trained female athletes completed 2 interval-based running sessions 1 week apart on either a grass or a sand surface. Exercise heart rate (HR) was fixed at 83–88% of HR maximum. Venous blood samples were collected pre-, post- and 24?h post-exercise, and analysed for myoglobin (Mb) and C-reactive protein (CRP). Perceptual ratings of exertion (RPE) and muscle soreness (DOMS) were recorded immediately post- and 24?h post-exercise. A significant time effect showed that Mb increased from pre- to post-exercise on grass (p?=?.008) but not on sand (p?=?.611). Furthermore, there was a greater relative increase in Mb on grass compared with that on sand (p?=?.026). No differences in CRP were reported between surfaces (p?>?.05). The HR, RPE and DOMS scores were not significantly different between conditions (p > .05). These results suggest that in response to a matched-intensity exercise bout, markers of post-exercise muscle damage may be reduced by running on softer ground surfaces. Such training strategy may be used to minimize musculoskeletal strain while still incurring an equivalent cardiovascular training stimulus. 相似文献
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Our study concerns the conceptual mathematical knowledge that emerges during the resolution of tasks on the equivalence of polynomial and rational algebraic expressions, by using CAS and paper-and-pencil techniques. The theoretical framework we adopt is the Anthropological Theory of Didactics (Chevallard 19:221–266, 1999), in combination with semiotic aspects from the instrumental approach to tool use. The analysis we present is based on interviews carried out with a 10th grade student who participated in our research. Our findings highlight the mathematical knowledge (technological discourse) constructed in the process of confronting, differentiating, and articulating the several mathematical techniques and theoretical ideas (pertaining to the numeric perspective and the syntactic perspective on algebraic equivalence) related to the designed equivalence tasks. 相似文献
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Armando Machado 《Learning & behavior》1994,22(1):53-71
In a discrete-trials procedure, a frequency-dependent schedule shaped left-right choice proportion toward various equilibrium values between 0 and 1. At issue was (1) whether pigeons match when the overall reinforcement probabilities for two responses depend inversely on their recent frequency, and (2) how pigeons meet the schedule constraint in terms of local responding. That is, do they respond quasi-randomly (Bernoulli mode), or do they learn the stable pattern of the schedule (stable-pattern mode)? Molar choice behavior always tracked the equilibrium solution of the schedule, but the molecular response patterns varied substantially. Markov chains applied to the data revealed that responding was generally intermediate between the memoryless Bernoulli mode, and the perfect memory stable-pattern mode. The polymorphism of molecular patterns, despite molar regularities in behavior, suggests that (1) in order to engender the Bernoulli or stable-pattern modes, the reinforcement rule must strongly discourage competing response patterns (e.g., perseveration), and (2) under frequency-dependent schedules, molar matching is apparently not the outcome of momentary maximizing. 相似文献
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