The role of virtual laboratories in advancing student learning on acid–base equilibrium

Innovative virtual learning applications are needed to develop twenty first century skills, and mathematical literacy among students in Mathematics Education. This paper assessed the effects of PhET interactive simulation with culturally responsive approach on students’ academic achievements in the concept of special angles in secondary schools. Mayer’s multimedia instructional design principles were adopted to localized the PhET interactive simulation in Ibibio Language(L1). The study was quasi-experimental, with three treatment groups purposively sampled. The findings shown that students taught the concept of special angles using PhET interactive simulations with culturally responsive approach obtained significantly higher academic achievement scores when compared to their counterpart taught the same concept using Interactive Lecturing Approach. Although the study yielded a high statistical power, there was no practical significant difference on students’ academic achievements when taught special angles using PhET interactive simulations with culturally responsive approach, and when taught the same concept using PhET interactive simulations without culturally responsive approach. Gender exerted a nonsignificant influence on students’ academic achievements among the groups. Hence, using PhET interactive simulations with embodied and embedded mother tongue features enhanced academic achievement of students, and contextual instructional delivery in Mathematics. Also, the study underpins situated understanding of Mathematical concept, leading to optimal learning experiences. In the same vein, it fosters the enculturation of mathematical concepts and ethnomathematics, glocalization of ethnopadological technique, and reverted the extinctions of mother tongue in the Nigerian culture. It was recommended that virtual and culturally responsive strategies should be adopted by instructors to diversify instructional delivery in Mathematics Education.

Contribution: Student engagement and interest in engineering is compared between virtual and physical laboratory projects, designed to be realistic and replicate engineering practice. Reported motivation and engagement was greater in the virtual project than the physical projects. Results are interpreted in terms of the different affordances for instructional design using physical and virtual laboratories. Background: Interest is increasing in incorporating virtual laboratories in engineering curricula. Numerous studies report equal or greater gains in students’ conceptual understanding in a virtual laboratory than a corresponding physical laboratory, but many researchers question if virtual laboratories can stimulate the same level of excitement for engineering as physical laboratories. Research Questions: Do students’ self-reports of interest in engineering depend on the instructional design afforded by the laboratory mode? How do instructional designs of virtual and physical laboratory projects relate to students’ perceptions of engagement, their contribution to the team, and the transfer of prior coursework to meet project objectives? Method: In a within-subjects design, 118 students’ interest and engagement in two physical laboratory projects and one of two virtual laboratory projects in a senior-year capstone course is investigated. Separate principal components analyses were used to develop reliable scales for interest and for engagement. Findings: Students reported greater engagement, perceptions of contribution to their group’s learning, opportunities to transfer prior learning from coursework, and end-of-course interest in engineering problem solving in the virtual laboratory project rather than the physical laboratory projects. The positive outcomes are connected to instructional design through the affordances of the virtual laboratory.

Protocol for a Systematic Review: Teach For America (TFA) for Improving Math, Language Arts, and Science Achievement of Primary and Secondary Students in the United States: A Systematic Review

While increases in prescription drug spending have moderated in recent years, drug spending is still a concern among managed care organizations and health plan administrators. In order to minimize cost increases from year to year, many health care plans have shifted more of the cost of medications to the member-consumer. Coinsurance, a benefit design in which the patient pays a percentage of the cost of the medication, is garnering more attention as a type of cost-sharing that differs from the traditional copayment model. To estimate the impact on medication expenditures and utilization of a pharmacy benefit design change from 3-tier copayment to coinsurance. Drug expenditures and utilization of beneficiaries aged >or =18 years and continuously enrolled in 2 privately insured groups were compared before and after a benefit design change in 1 of the groups. For the 12 months before the benefit design change, both groups had a 3-tier, fixed-dollar copayment structure with identical cost-sharing per 30-day supply: $10 tier-1 copayment for generic drugs, $25 tier-2 copayment for preferred brand drugs, and $40 tier-3 copayment for non-preferred brand drugs. On September 1, 2005, a 4-tier coinsurance benefit design (25% for all tiers except tier-3 [non-preferred] drugs at 50%, with minimum and maximum patient out-of-pocket [OOP] cost applied to each tier) was implemented in the intervention group (N = 46,311). The 3-tier copayment design was maintained in the comparison group (N = 7,916). A difference-in-difference analysis was used to estimate the effect of the benefit design change on expenditures and utilization, overall (for all prescription drugs), and for 3 classes of essential medications: antihypertensives, antidepressants, and statins. Analyses measured changes in outcomes from 6 months pre-change (October 1, 2004, through March 31, 2005) through 6 months post-change (October 1, 2005, through March 31, 2006). In the overall (all drug) analyses, per member per month (PMPM) outcome measures were total pharmacy claims and cost, beneficiary (patient OOP) cost, and employer (plan sponsor) cost. Analyses of the 3 essential drug classes were limited to members with at least 1 claim in the drug class in both the pre-change and post-change periods (N = 11,917, intervention group; 1,792, comparison group), and assessed per patient per month (PPPM) days supply, beneficiary cost, employer cost, and total cost. Beneficiaries in the intervention group paid 31.8% of total pharmacy benefit cost at the point of care versus 31.5% in the comparison group in the post-change period. The increases in beneficiary cost from the pre-change period to the post-change period were not significantly different for the intervention (7.5%) and comparison (3.0%) groups (P = 0.983). From the pre-change period to the post-change period, total spending per member increased $4.57 PMPM (6.3%), from $72.29 to $76.87 in the intervention group versus a $5.87 PMPM increase (9.5%), from $61.54 to $67.41, in the comparison group, a relative difference of $1.30 PMPM (P = 0.013). The increases in utilization from the pre-change period to the post-change period were not significantly different in the intervention group (2.4%) versus the comparison group (4.6%, P = 0.189). Utilization per patient in the 3 essential drug classes increased 4.1% (1.59 days PPPM) in the intervention group versus 9.0% (3.23 days PPPM) in the comparison group (P = 0.004). Total expenditures in the 3 classes for the intervention and comparison groups increased 8.2% ($5.07 PPPM) and 13.3% ($7.80 PPPM), respectively, a difference of $2.73 PPPM (P = 0.003). Beneficiary cost for all 3 drug classes increased $2.20 PPPM (9.2%) in the intervention group versus $2.12 PPPM (9.1%) in the comparison group (P = 0.032). The increases in employer cost for the 3 essential drug classes in the intervention group (7.5%, $2.86 PPPM) and comparison group (16.1%, $5.67 PPPM) did not significantly differ (P = 0.057). A pharmacy benefit design change from tiered copayment to tiered coinsurance, without a significant increase in beneficiary OOP costs, was associated with a lower rate of increase in total pharmacy benefit cost and no significant reduction in utilization. For utilizers in 3 essential drug classes, drug utilization and total spending increased in the coinsurance group but at a lower rate of increase compared with the copayment group. The coinsurance design provides another approach for controlling prescription utilization and spending for certain medication classes.

The study aimed to investigate the effect of computer simulation and animation-integrated instruction on pre-service science teacher trainees' conceptual understanding and retention of acid-base chemistry and stoichiometry. A quantitative approach with a pretest–posttest-delayed test quasi-experimental design was used. In the study area, there were only two sections of first-year trainees in the natural science department. So a comprehensive sampling technique of the two intact sections was employed. The two intact classes were randomly assigned to an intervention group (IG) and a comparison group (CG). Data was collected using Acid-Base Chemistry and Stoichiometry Conceptual Understanding of a two-tier multiple-choice Test (ABSCUT). Parametric statistics (independent sample t-test and ANCOVA) were used for the data analysis. The independent sample t-test was used for the pre-test analysis to examine the prerequisite experiences of trainees in the two groups and male and female trainees in the IG before the intervention. The result showed no significant difference between the mean score of the CG and IG. The result also showed no significant difference in the mean score of male and female trainees in the IG. The ANCOVA was used for post-test and delayed test analysis after the intervention. The result indicated that there was a statistically significant difference between the two groups on conceptual understanding, F (1, 49) =5.07, p=.029, partial eta squared=0.094, in favor of IG. This tends to imply the concepts of the trainees who received the intervention outperformed the comparison group. The ANCOVA result also indicated that gender difference has no statistically significant difference in the IG, F(1,24)=3.68, p=.067. The delayed-test analysis showed that the IG has higher retention than the CG. Based on the results, this study recommended that policymakers, chemistry curriculum experts, chemistry curricular material developers, and practitioners alike consider the application of computer simulation-integrated chemistry instruction to enhance learners’ conceptual understanding and retention.

The rate of malnutrition among women in Bangladesh is high, but historically there has not been a specific program focusing on the improvement of the nutritional status of Bangladeshi women. To observe changes in the nutritional status of destitute women of the Rural Maintenance Programme (RMP) by incorporating a health and nutrition intervention package with RMP ongoing activities. An intervention study involving 1,275 poor destitute women was conducted from July 2004 to June 2005 in 17 districts in Bangladesh under two field offices, Mymensingh and Jessore, covering 8 and 9 districts, respectively. The respondents were divided into intervention, comparison, and control groups. All participants in the intervention and comparison groups were paid as part of the RMP and received weekly 30-minute nutrition interventions for 7 weeks in addition to routine training. The comparison group also received RMP training. The control group consisted of women with similar demographic characteristics to the intervention and comparison groups who did not receive pay or any intervention. The intervention was a unique combination of the three components of the UNICEF triangle model (food security, caring practices, and disease control). Data on socioeconomic and anthropometric characteristics, immunization, and vitamin A capsule intake were also collected with the use of a structured questionnaire. After the intervention, the mean body weight had significantly increased by 1,333 g in the intervention group and had decreased by 277 g in the control group and 147 g in the comparison group. The body mass index of women in the intervention group had also significantly increased at the end of the study (p < .001). There was a significant increase in the intake of iodized salt in the intervention group as well as increased immunization coverage in all groups. Intake of the first vitamin A capsule by children increased (from 60% to 97%) in the intervention group only. The nutrition pilot intervention was highly effective in improving the nutritional status of women in the RMP.

The aim of this study is to determine the effect of the application using the station technique in the flipped classroom model on the academic achievement of the students in this course and to determine the students' views on the application process. For this purpose, an explanatory sequential mixed method model was used. Fifty-five students studying in the department of child development and taking special education courses participated in the study. Students were voluntarily selected for the intervention and comparison groups. In the intervention group, the special education course was conducted using the station technique in the flipped classroom model. In the comparison group, the lesson was taught with a lecture and question-and-answer technique. The application lasted 14 weeks. The academic achievement of the students in this course was measured with an achievement test developed by the researcher using a pretest-posttest control group design. After the intervention, semi-structured interviews were conducted with 18 volunteer students from the intervention group to determine their opinions, experiences, and professional perceptions about the intervention. The results showed that students in the intervention group generally showed improved academic achievement. The intervention had a very high impact on the participants in the intervention group, and the intervention had a high effect size. It also demonstrates that students who experienced differentiation practices were willing and able to use them in their future professional practice

Abstract&#x0D; This research aims to analyze the effectiveness of using PhET Interactive Simulation as a virtual laboratory for science learning in elementary schools during the Covid-19 pandemic. This research used a qualitative descriptive method. Data collection techniques used were literature review, questionnaire, and interview. Data analysis used was analysis techniques by Miles and Huberman. Based on the data analysis results, PhET Interactive Simulation was effectively applied to learn Science in Elementary School during the Covid-19 pandemic. Students could find the science concepts by themselves with the help of PhET Interactive Simulation to make learning more meaningful. PhET Interactive Simulation was proven able to visualize concepts that were initially difficult to understand. Based on the research results, it can be concluded that PhET Interactive Simulation was effectively applied as a virtual laboratory in Elementary schools during the Covid-19 pandemic. In its application, it is better to provide a user guide in the form of audiovisual or video.

Purpose. To explain the role and importance of the use of virtual educational laboratories VL-MCE 1.0 Simulation of the propagation of a shock air wave in a shock tube in the study of disciplines from the cycle of industrial safety and labor protection for students in the field of study Civil protection. Qualitative assessment of improving the efficiency of training bachelors and masters using virtual laboratories. Research methods. Analysis and synthesis of theoretical studies in the field of improving the educational process, in particular the methods of forming professional knowledge in the laboratory-practical course, numerical simulation of the gas-dynamic process of detonation combustion of the gas-air mixture, including the model of chemical kinetics of combustion, which generally allows to track the dynamics of the formation of air shock waves in a channels of extended structures. Results. Of particular importance for the development and maintenance of competitiveness of graduates of the specialty Civil Protection is the training of specialists of the appropriate level and qualification, possessing a variety of tools and able to make competent and informed decisions in the field of industrial safety. To study the process of combustion and explosion of the gas-air environment, as well as the formation and propagation of shock air waves in the channels of extended structures, an interactive program VL-MCE 1.0, a virtual laboratory for simulation of combustion and explosion, was developed. The role and importance of the use of virtual laboratories in the study of disciplines from the cycle of industrial safety and labor protection is analyzed in the article. The didactic component of the use of VL-MCE 1.0 consists in the direct assessment by the student of the parameters of the processes under consideration, depending on the initial conditions, this allows you to create design functions in the activities of a civil protection specialist, as well as knowledge at the PS level (productive-synthetic) and develop sign-mental and symbolic -practical professional skills at the C level (independently). Scientific novelty. The meaning, place and form of application of virtual educational laboratories VL-MCE 1.0 “Modeling the propagation of a shock air wave in a shock tube” are determined in the laboratory-practical course of disciplines from the cycle of industrial safety and labor protection for the formation of a higher level of professional knowledge and skills. A didactic clarity in the visualization of fast processes is shown, which allows in time scans to evaluate in detail the relationship and dynamics of changes in the parameters of explosive processes. Practical value. The developed computer program can significantly reduce the cost of conducting laboratory classes and maintaining the laboratory base without reducing the level of development of professional skills.

BackgroundHome visitation programs designed to decrease the risk of child maltreatment are well supported by research. However, there is a lack of research on the efficacy of home visitation programs...

Teaching Commentary on “A Primary Care-Based Multidisciplinary Readmission Prevention Program”: Essential Aspects of Comparability and Context in Practice-Based Program Evaluation

Postdischarge Nausea and Vomiting Remains Frequent After Le Fort I Osteotomy Despite Implementation of a Multimodal Antiemetic Protocol Effective in Reducing Postoperative Nausea and Vomiting

Allowing students to practice science inquiry in the classroom is fundamental for science education. Students should master investigation skills, promoting their understanding of science concepts. Virtual laboratories have emerged as a powerful interactive tool that can be a suitable alternative to real laboratories, especially when lacking enough equipment and safety measures. This mixed approach study investigates the effects of virtual science laboratories on students’ motivation and attitude toward science (ATS). Students (n = 237) from grades (7, 8, 9, 10, and 11) were surveyed to evaluate their virtual laboratory experience in an American curriculum private school in Dubai with the theoretical basis of motivation theories. The study reported that virtual laboratories positively impact students’ overall motivation in terms of intrinsic motivation, perceived usefulness (U), effort (E), perceived self-efficacy (SE), and ATS. Students, perceived SE and U significantly impact student attitudes toward science (p &lt; 0.001). Students’ perceived SE is a predictor of their E in the laboratory by 6.1%. Students with high SE put more E into completing a virtual laboratory task than students with low SE.

ABSTRACTEfforts to improve understanding of concepts in students can be seen from their academic abilities. Understanding concepts is a term used to mean the extent to which students are able to understand the basic concepts of a material provided by the teacher. One effort to improve the understanding of concepts in students is to do experimental learning models or practicum. Along with the advancement of time where technology can be used as a tool in learning, therefore the implementation of practicum can be done using a virtual laboratory. The use of virtual laboratories can run well and in accordance with procedures when using a virtual laboratory practicum guidelines. The making of practicum guidelines must not be separated from the scientific process skills because it has been regulated in Regulation of the Ministry of Education and Culture No. 22 of2016.The purpose of this study is to find out the development of practical process guidelines based on science process skills using virtual laboratories, to determine the impact of virtual laboratories on students' understanding of concepts, and to determine the strengths and weaknesses of virtual laboratories. After conducting field tests in SMA 1 Metro with a class XII IPA 4 as sample, it is known that the results of the feasibility of using a virtual laboratory practice guidelines based on science process skills, namely expert validation got a percentage of 84.6%, Teacher Response 91.25% and Student Response 88, 4% Based on the average percentage of the three assessments of 88.08%, it is in the very feasible category. As for understanding the concept an increase of 21.4 between the pretest and posttest scores. Based on the results of the study, the virtual laboratory practicum guidelines based on science process skills affect the learning process specifically to improve students' understanding of concepts.&#x0D; Keywords: Development of practicum guides, virtual laboratories, science process skills, conceptual understanding

Multimodal Protocol Reduces Postoperative Nausea and Vomiting in Patients Undergoing Le Fort I Osteotomy