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Abstract: The current generation of students coming into food science and engineering programs is very visually oriented from their early experiences. To increase their interest in learning, new and visually appealing teaching materials need to be developed. Two diverse groups of students may be identified based on their math skills. Food science students tend to find it difficult to use mathematics as a problem‐solving tool for food engineering problems. Food engineering students, on the other hand, should be challenged to use emerging mathematical tools to develop their problem‐solving skills. Therefore, the approach of this project involved the development of a curriculum to train undergraduate food engineers in the effective use of computational fluid dynamics (CFD) software to solve food engineering problems by engaging them in the creation of food engineering teaching tools. These CFD outputs were then used as innovative teaching tools for the food science students. In this paper, this concept will be illustrated by unsteady‐state heat transfer and fluid flow problems. To evaluate the efficiency of the teaching materials developed, a student focus group was asked to answer the same quiz following a conventional and CFD output aided teaching session. The assessment result showed an improved understanding of the subject after the CFD teaching session. These visual aids were excellent tools to illustrate the validity of the formulas presented in class. In addition, the new visual materials enabled a better understanding of the relationships among different process parameters. In general, this helped the food science students better appreciate the food engineering concepts that govern food processing operations. 相似文献
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Yu Ka Wong 《Reading and writing》2018,31(4):945-964
This study explored the concurrent and longitudinal relationships between reading and writing in young Chinese-as-a-second-language (CSL) learners’ sentence writing, using structural equation modeling. The participants comprised 126 Hong Kong senior primary ethnic minority students, whose literacy skills were assessed at two time points over the course of a year. In grade 5 (Time-1), they were assessed with Chinese character reading and reading comprehension measures to evaluate their reading ability. In grade 6 (Time-2), their sentence reading, sentence writing, and literacy component skills of Chinese character writing fluency and written syntactic skills were assessed. The results demonstrated that students’ reading and writing performances were substantially related both concurrently and longitudinally. Furthermore, (1) at Time-2, the component skills accounted for substantial portions of variance in sentence reading and writing skills, along with the relationship between them, while (2) Time-1 reading ability predicted Time-2 component skills and, through the mediation thereof, indirectly predicted sentence writing. Thus, in light of the linguistic characteristics of the Chinese language, literacy component skills are crucial component processes that connect reading and writing in CSL learners’ sentence writing. 相似文献
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Ryan J. Sleik Lesley A. Brown Ilsa E. Wong Jochen Bocksnick 《Research quarterly for exercise and sport》2013,84(2):219-224
Abstract The purpose of this study was to initiate systematic research on dance as a creative and expressive art form. Although the process of expression through movement has concerned dancers and dance teachers for some time, there have been few attempts at a systematic analysis of either the process or the product of dance expression. Dance has generally been considered immeasurable because of its peculiarities as an art form. While there is little apparent value in quantitative measurement of dance, qualitative measurement appears to have considerable value. It can sharpen the focus on principles of dance composition, contribute toward increased teaching effectiveness, enlarge dance's expressive range, and increase its ability to communicate. Specifically, this study attempted to determine how effectively modern dance communicates by using a systematic analysis of individual dance compositions. Samples of dance studies with specific intentions were choreographed and filmed. The dances were then viewed and evaluated by a selected and trained jury on (a) their ability to communicate emotional and physical qualities, (b) the type and structure of their composition, and (c) their choreographic and artistic effectiveness. Results of this study showed that least agreement was reached by the jurors in rating the dances according to structural strength and in identifying their composition type. Realistic vehicles of expression were more easily recognized than were abstract ones. There was substantial agreement on the emotion communicated by each composition. Presence of all the traditional dance elements appears unnecessary for effective communication. 相似文献
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SYNOPSISHigh-quality parental caregiving promotes children’s development from their day of birth or even earlier. Whether there are ways to predict, and ultimately enhance, parental caregiving quality during the prenatal stages of development has been less well understood. This circumstance is even truer when things do not go according “to plan.” In this commentary, we explore two possible scenarios, perhaps unexpected for expectant parents, that can affect children’s development: (1) postpartum parental displays of atypical behaviors and parental caregiving strategies (i.e., maternal/paternal depression) and (2) postpartum child displays of atypical behaviors (i.e., autism spectrum disorder). 相似文献
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This exploratory research study aimed to understand teacher candidates' experiences and perspectives in a global class project and to explore a way to develop global understanding in a teacher education program, by means of technology rather than study abroad. Using a qualitative approach, seven U.S. education majors were given opportunities to communicate online with teacher candidates in South Korea, while creating and discussing a concept map and movie presentation about “good teaching” on the Learning Management System. Results showed how the preservice teachers' global perspectives of education were developed through the project, and confirmed the significance of instrumental and communicative learning in transformative learning as well as direct communication and comparison with people from a different context using a carefully designed task-based course and immersive learning environment. 相似文献
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Juan Zhang Catherine McBride-Chang Anita M.-Y. Wong Twila Tardif Hua Shu Yuping Zhang 《Reading and writing》2014,27(3):481-501
The present study explored the early predictors of reading comprehension difficulties in Chinese children. We originally recruited 290 Beijing and 154 Hong Kong children and further selected from each sample those (30 from Beijing and 22 from Hong Kong sample) in the lowest 25 % on reading comprehension tests across the last two consecutive testing years (Beijing: ages 9 and 10; Hong Kong: ages 8 and 9) as poor comprehenders. These groups were matched to a group of children from the same sample whose reading comprehension was above 30 % across the two final years and matched on mothers’ education levels, age, nonverbal reasoning at age 4, and Chinese word reading across the same final two consecutive years. We then examined early linguistic/cognitive skills at ages 5–9 that could distinguish the poor and typically developing groups in each city separately. Compared to the control group, poor comprehenders from both samples performed significantly and consistently worse on word reading at early ages, and generally worse on morphological compounding awareness, phonological awareness, and vocabulary knowledge from ages 6 and onwards. In addition, lexical tone sensitivity across ages and grammatical sensitivity (administered at age 5 only) failed to distinguish the two groups for the Beijing sample but did for Hong Kong children. 相似文献
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Written in response to criticism of our work by Fouad Abd-El-Khalick, this position paper reaffirms and reinforces our position about the need to broaden and enrich the scope of nature of science (NOS) oriented curricula by exposing students to the voices of practising scientists. While Abd-El-Khalick's motivation for promoting the so-called consensus view of NOS is rooted in issues of assessment (or ‘benchmarking', as he calls it), we argue that the major reason for teaching about NOS is its contribution to what Shen calls civic and cultural scientific literacy. We are critical of the consensus view for its philosophical naivety, failure to reflect contemporary scientific practice and potential for confusing students, and we re-state our view that it is important to expose students to a diversity of practice among the sub-disciplines of science. We argue that richer NOS understanding and a more authentic view of scientific practice can be achieved through direct and indirect contact with scientists at the cutting edge of research and development, which we characterise as learning about scientists, learning from scientists and learning with scientists. 相似文献