Ubiquitous Computing in the Library:Indiana State University Library s Experience

1 Introduction New technologies and other developments haye changedthe information seeking behaviors of the academic communityand the general public.Nowhere is this more evident than inthe exponential growth of the World Wide Web and cellularphone usage.Responding to these user needs and newtechnologies,libraries are moving from being InformationWarehouses to becoming Information Portals.Full-text     

Analysis of Essential Features of Inquiry Found in Articles Published in The Science Teacher, 1998–2007

In order to provide a picture of how inquiry is practiced in everyday science classrooms, the articles published in The Science Teacher from 1998 to 2007 were analyzed for explicit evidence of features of inquiry. Inquiry was operationally defined by the essential features detailed in Inquiry and the National Science Education Standards (NRC 2000). Few articles described full inquiry. Gathering and analyzing evidence were significantly more prominent than the other features of inquiry, which were present in less than 25% of the articles. This pattern may be related to teachers’ viewing inquiry more as a process than as a vehicle for learning science content. Each feature found was also rated for whether it was student- or teacher-directed. Most activities were teacher-directed.     

The effectiveness of advance organiser model on students’ academic achievement in learning work and energy

ABSTRACT

The purpose of this study was to investigate the effectiveness of the advance organiser model (AOM) on students’ academic achievement in learning work and energy. The design of the study was quasi-experimental pretest–posttest nonequivalent control groups. The total population of the study was 139 students of three sections in Endabaguna preparatory school in Tigray Region, Ethiopia. Two sections with equivalent means on the pretest were taken to participate in the study purposely and one section assigned as the experimental group and the other section assigned as the control group randomly. The experimental group was taught using the lesson plan based on the AOM, and the control group was taught using the lesson plan based on the conventional teaching method. Pretest and posttest were administered before and after the treatment, respectively. Independent sample t-test was used to analyse the data at the probability level of 0.05. The findings of the study showed that the AOM was more effective than the conventional teaching method with effect size of 0.49. This model was also effective to teach male and female students and objectives namely understanding and application. However, both methods were equally important to teach work and energy under the objective knowledge level.