The acquisition and transfer of knowledge of electrokinetic-hydrodynamics (EKHD) fundamentals: an introductory graduate-level course

Relevant engineering applications, such as bioseparation of proteins and DNA, soil-cleaning, motion of colloidal particles in different media, electrical field-based cancer treatments, and the cleaning of surfaces and coating flows, belongs to the family of ‘Applied Field Sensitive Process Technologies’ requiring an external field to move solutes in a fluid within a fibrous (or porous) domain. This field incorporates an additional variable that makes the analysis very challenging and can create for the student a number of new problems to solve. A graduate-level course, based on active-learning approaches and High Performance Learning Environments, where transfer of knowledge plays a key role, was designed by the Chemical Engineering Department at Tennessee Technological University. This course, where the fundamentals principles of EKHD were taught to science, engineering and technology students was designed by the Chemical Engineering Department at the Tennessee Technological University, Cookeville, TN. An important number of these students were able to grasp the tools required to advance their research projects that led to numerous technical presentations in professional society meetings and publications in peered-reviewed journals.     

Creating a dialogic environment for transformative science teaching practices: towards an inclusive education for science

Abstract

This paper focuses on the design and application of a teacher training strategy to promote the inclusive education of students with disabilities in the science classroom, through the creation of adult learning environments grounded on the principles of dialogic learning. Participants of the workshop proposal consisted of a group of twelve teachers who were working at various educational levels. Teacher teams proposed and implemented in their classroom, innovative, inclusive science-learning activities about a topic of their choice. Data were collected from interviews with teachers five months after the courses, teachers’ portfolios about their practice during implementation of such sequences, and researchers’ observations. The data suggest that it is possible to stimulate a gradual transformation of teaching practices through a teacher training proposal that promotes self-awareness and critical reflection, situated in the creation of meaning and a willingness to change in the spirit of solidarity and social action. We found elements to recommend the incorporation of these innovations at the curricular and practical level for teacher training schools and for in-service teacher development programmes in Mexico and elsewhere.     

Cognitive,Motivational, and Volitional Dimensions of Learning: An Empirical Test of a Hypothetical Model

The principal aim of this research is to contrast empirically a hypothetical model developed on the basis of the fundamental assumptions of current self-regulated learning models. In line with evaluation criteria of model fit, a high rate of congruence between the hypothesized theoretical model and the empirical data was observed. Analysis of the effects between the variables of the model revealed the following relevant aspects: students' predisposition to feel responsible for the results of their academic behavior (internal attribution) is related to positive self-image (academic self-concept), both being important conditions for development of learning-oriented motivation (learning goals). All of this involves selection and use of learning strategies for deep information processing (deep learning strategies), which leads students to assume responsibility with high levels of persistence, perseverance, and tenacity so as to achieve goals defined by the motivational orientation. This persistence and effort to achieve the proposed goals has in turn a positive and significant effect on academic achievement.     

A blended learning curriculum for training peer researchers to conduct community-based participatory research

Peer researchers (PRs) are research team members who share traits (e.g. gender, age, sexual orientation, diagnosis, income, housing situation, etc.) with study participants. Participatory methods and some fields (e.g. HIV/AIDS) expect PRs to be equitably involved in a project. Moreover, in Canada, there is a current impetus to include ‘the patient’ in health research. PRs often join a project without any formal research training, yet they are frequently tasked with suggesting appropriate language, recruiting participants, conducting interviews, administering surveys, analyzing data, and presenting findings. While there is literature on PR hiring, ethical considerations of PR engagement, and PR experiences, the methods of training PRs remain underreported. A blended learning curriculum (i.e. combination of webinars, didactic in-person presentation, filmed simulation, etc.), informed by the principles of action learning and the concept of reciprocity, has shown preliminary effectiveness in training PRs across two studies. This paper will present the curriculum, alongside exploratory evaluation results (n?=?7), with details on how the curriculum changed from one study to the next and how reciprocity between academic and peer researchers led to stronger collaborations.     

Investigating Image Formation with a Camera Obscura: a Study in Initial Primary Science Teacher Education

Research in Science Education - This article presents the results of a qualitative study aimed at determining the effectiveness of the camera obscura as a didactic tool to understand image...     

Practical Experience of Blended Mentoring in Higher Education

The need of a guided and supervised learning has become the cornerstone of the new model of higher education. One response to such need has been the introduction of mentoring programs to facilitate student learning and to provide guidance. In this way, the main aim of our study is to determine the extent to which the implementation of information technology (IT) into a traditional mentoring program, improves students’ global satisfaction, and therefore its effectiveness. A survey was conducted of program participants’ overall satisfaction with the mentoring and also with each of the activities carried out. We concluded that the inclusion of IT in a traditional (face-to-face) mentoring model increases overall student satisfaction with the program, and thus its effectiveness. The findings obtained can serve as a resource to clarify the importance of educational interventions in the field of student guidance, to design new mentoring programs and to improve existing ones.     

Parenting a Child with a Learning Disability: A Qualitative Approach

The present study describes experiences associated with parenting children diagnosed with learning disabilities. Parents whose children were diagnosed with Attention Deficit Hyperactivity Disorder, dyslexia/language problems, and Asperger syndrome, related to poor performance at school, took part in the study. A qualitative study design was implemented, using three focus groups. The data obtained were analysed following an inductive thematic approach. Five major themes were identified: parenting emotions, diagnosis and cause, daily experiences, social relationships and concerns about the future. The parents in this study experienced a range of emotions, and assigned different explanations to the learning disability, depending on the diagnosis (attention, verbal or non-verbal). Daily experience, both at home and at school, was influenced by the child’s specific impairment. All parents, independently of the diagnosis, believe a central role is played by social relationships and expressed concerns about their child’s future development. Emotional interventions targeting these parents should take these considerations into account and address the specific type of learning disability.     

Effect of Sample Size Ratio and Model Misfit When Using the Difficulty Parameter Differences Procedure to Detect DIF

This study examined the effect of sample size ratio and model misfit on the Type I error rates and power of the Difficulty Parameter Differences procedure using Winsteps. A unidimensional 30-item test with responses from 130,000 examinees was simulated and four independent variables were manipulated: sample size ratio (20/100/250/500/1000); model fit/misfit (1 PL and 3PLc =. 15 models); impact (no difference/mean differences/variance differences/mean and variance differences); and percentage of items with uniform and nonuniform DIF (0%/10%/20%). In general, the results indicate the importance of ensuring model fit to achieve greater control of Type I error and adequate statistical power. The manipulated variables produced inflated Type I error rates, which were well controlled when a measure of DIF magnitude was applied. Sample size ratio also had an effect on the power of the procedure. The paper discusses the practical implications of these results.     

《穆斯林的葬礼》与伊斯兰文化探究

伊斯兰文化,无论在回族形成初期还是在其长期的历史发展中,都是回族穆斯林的信仰来源,也是回族穆斯林的民族心理积淀。《穆斯林的葬礼》就与伊斯兰文化紧密相关,作品中包含较多伊斯兰文化元素,既关涉回族穆斯林的基本功修、取名习俗、婚葬礼仪等丰富的信仰礼俗,又涉及回族作家霍达对本民族文化历史的感触与对民族文化冲突的思考。这对于理解回族穆斯林与伊斯兰文化的关系,进一步认识与反思伊斯兰文化都具有重要意义。     

The impact of polytechnic institutes on the local economy

Tertiary Education and Management - Higher education institutions and, particularly, polytechnic institutes in Portugal are, generally speaking, recognized as the key stakeholders in regional...