Familiarity Of Students Research Articles

Seeking missing pieces in science concept assessments: Reevaluating the Brief Electricity and Magnetism Assessment through Rasch analysis

Discipline-based science concept assessments are powerful tools to measure learners' disciplinary core ideas. Among many such assessments, the Brief Electricity and Magnetism Assessment (BEMA) has been broadly used to gauge student conceptions of key electricity and magnetism (E) topics in college-level introductory physics courses. Differing from typical concept inventories that focus only on one topic of a subject area, BEMA covers a broad range of topics in the electromagnetism domain. In spite of this fact, prior studies exclusively used a single aggregate score to represent individual students' overall understanding of E without explicating the construct of this assessment. Additionally, BEMA has been used to compare traditional physics courses with a reformed course entitled Matter and Interactions (M). While prior findings were in favor of M, no empirical evidence was sought to rule out possible differential functioning of BEMA that may have inadvertently advantaged M students. In this study, we used Rasch analysis to seek two missing pieces regarding the construct and differential functioning of BEMA. Results suggest that although BEMA items generally can function together to measure the same construct of application and analysis of E concepts, several items may need further revision. Additionally, items that demonstrate differential functioning for the two courses are detected. Issues such as item contextual features and student familiarity with question settings may underlie these findings. This study highlights often overlooked threats in science concept assessments and provides an exemplar for using evidence-based reasoning to make valid inferences and arguments.

Preservice chemistry teachers' beliefs about visualizations in science teaching in two countries: Brazil and Portugal

In this work, the beliefs of undergraduate students from Brazil and Portugal on the use of visual tools in teaching chemistry, which have increasingly been introduced in the areas of teaching/learning in these two countries in recent years, have been investigated. An interpretative analysis of the results shows little familiarity of students with specific points of the theme, beyond a poor conception about the way the visualization tools influence the construction of scientific concepts.

Initiating self-assessment strategies in novice physiotherapy students: a method case study

Student self- and peer-assessment strategies ideally are instigated early in programmes for health professionals. This study presents an innovative method of stimulating critical evaluation of clinical skills learned in the practical class setting for first year physiotherapy students. Twice in the semester (beginning and end) students assessed mock clinical demonstrations using examples of two widely discrepant approaches to evaluation of clinical skills: (1) a detailed analytical rubric of listed criteria and (2) a broad holistic, competency-based proforma. Anonymously, 67 students rated the usefulness of the activity to learning. They provided estimates of individual self-efficacy to make fair and reliable judgements in grading the demonstrations using the rubric and proforma and contemporaneous levels of personal stress with the perceived stress scale_10. Students reported that the activities aided their learning of course work on both occasions. By the end of semester the change in students’ self-efficacy to grade the demonstrations with the proforma was significantly greater than that for the rubric. The changes flag a deep understanding of the analytic and holistic methods used by class examiners and future clinical educators. Practical experience with assessing clinical performances enhanced student familiarity with the practical assessment and was associated with a reduction in pre-examination personal stress levels.

Erratum to: Fitting net photosynthetic light-response curves with Microsoft Excel - a critical look at the models

In this study, we presented the most commonly employed net photosynthetic light-response curves (PN/I curves) fitted by the Solver function of Microsoft Excel. Excel is attractive not only due to its wide availability as a part of the Microsoft Office suite but also due to the increased level of familiarity of undergraduate students with this tool as opposed to other statistical packages. In this study, we explored the use of Excel as a didactic tool which was built upon a previously published paper presenting an Excel Solver tool for calculation of a net photosynthetic/chloroplastic CO2-response curve. Using the Excel spreadsheets accompanying this paper, researchers and students can quickly and easily choose the best fitted PN/I curve, selecting it by the minimal value of the sum of the squares of the errors. We also criticized the misuse of the asymptotic estimate of the maximum gross photosynthetic rate, the light saturation point estimated at a specific percentile of maximum net photosynthetic rate, and the quantum yield at zero photosynthetic photon flux density and we proposed the replacement of these variables by others more directly linked to plant ecophysiology.

Familiarity and sex based stereotypes on instant impressions of male and female faculty

To address the stranger-to-stranger critique of stereotyping research, psychology students \((n= 139)\) and law students \((n = 58)\) rated photographs of familiar or unfamiliar male or female professors on competence. Results from Study 1 indicated that familiar male psychology faculty were rated as more competent than were familiar female faculty, whereas unfamiliar female faculty were rated as more competent than unfamiliar male faculty. By contrast, in Study 2, familiarity had a stronger positive effect on competence ratings of female faculty than it did for male faculty. Among psychology students, familiarity increased sex bias against female faculty, whereas among law students familiarity decreased sex bias. Together, these studies call into question the stranger-to-stranger critique of stereotyping research. Our findings have direct implications for the context of student evaluations. In male-dominated disciplines it is important for students to be exposed to female instructors in order to reduce pre-existing biases against such instructors.

Asymmetries in gender-related familiarity with different semantic categories. Data from normal adults.

The mechanisms subsuming the brain organization of categories and the corresponding gender related asymmetries are controversial. Some authors believe that the brain organization of categories is innate, whereas other authors maintain that it is shaped by experience. According to these interpretations, gender-related asymmetries should respectively be inborn or result from the influence of social roles. In a previous study, assessing the familiarity of young students with different 'biological' and 'artefact' categories, we had observed no gender-related difference on any of these categories. Since these data could be due to the fact that our students belonged to a generation in which the traditional social roles have almost completely disappeared, we predicted that gender-related asymmetries should be found in older men and women. The familiarity of young and elderly men and women with various semantic categories was, therefore, studied presenting in the verbal and pictorial modality different kinds of living and artefact categories. Results confirmed the hypothesis, because elderly women showed a greater familiarity for flowers and elderly men for animals. These findings are consistent with the hypothesis assuming that gender-related asymmetries for different semantic categories is due to the influence of gender-related social roles.

Swaddling Ivorian Pupils in Internet: Evidence and Implications

Internet has conquered the world and strongly modified people's habits. Every single individual is somehow affected by this communication and information channel. In Cote d'Ivoire, its development is still slow and will be difficult to achieve if efforts are not multiplied through sustainable information, learning and training programs. Indeed we conducted a study to assess the familiarity of Ivorian high schools' students with the innovation tool. We discovered that Ivorian pupils' use of internet is acceptable but their understanding and knowledge of it are highly questionable because they hide profound cases of ignorance and prejudices that appear to be significant impediments for an efficient leverage. Our paper then invites actors of education to create a favorable environment for internet development and promotion through education and sensitizing. But this also is only possible if infrastructures and equipments' costs are adequately revised downward.

Present Status of Persian Language in Modern Turkish: the Case of Personal Names

The study reported in this paper tends to investigate the present status of Persian language in modern Turkish language through investigating the extent of familiarity of Turkish university students with Persian loan personal names as a part of Persian loan vocabulary. 50 Turkish students were selected through purposive sampling technique and the data was collected through semi-structured interview. The findings of the study were indicative of low degree of familiarity of Turkish students with Persian loan personal names and consequently Persian loan words. A qualitative analysis of data through Interpretative Phenomenological Analysis (IPA) technique also revealed interesting facts about students’ both linguistic and non-linguistic knowledge about their language.

A Novel Approach To Science ‐ Did Alice Learn Toxicology From The Mad Hatter?

Stories and case studies are used to facilitate learning and understanding of conceptually difficult material. To this end, we investigated using well‐known children's literature to link past knowledge to new subject matter. Referencing a student's familiarity with one topic to teach a completely different topic may increase a student's ability to retain and understand material. To this end, lesson plans were created using The Mad Hatter, a key figure in The Adventures of Alice in Wonderland, for lessons on the physical properties, toxicology and biochemistry of mercury.

Standardized simulations: live pediatric patients increase paramedic student familiarity.

Standardized simulations: live pediatric patients increase paramedic student familiarity.

Intubation using the Miller and Airtraq™ laryngoscopes: A paediatric manikin study

To see if the Airtraq™ paediatric laryngoscope is easier and faster for paramedic students to use than the traditional Miller (straight blade) laryngoscope. A randomised cross-over study involving 72 paramedic students. Each student intubated a Laerdal ALS baby™ manikin (Laerdal Medical Limited) representative of an 8 kg infant, once with the Airtraq™ and once with a Miller blade laryngoscope. The manikin was intubated with a size 3.5 endotracheal tube and a rigid stylet was used with the Miller blade but not with the Airtraq™. The Airtraq™ resulted in a 100% intubation success rate compared with 74% using the Miller laryngoscope. There were 14 oesophageal and five abandoned intubation attempts all in the Miller group. There was no statistical significance in median intubations times (P = 0.464) between the Miller and Airtraq™ groups. Participants rated both laryngoscopes easy to use and when asked which device they preferred, 46.5% selected the Miller laryngoscope (citing familiarity) and 53.5% preferred the Airtraq™ (citing ease of use). The Airtraq™ resulted in a 100% of all intubation attempts being successful and over half of all student paramedics believed it to be easier to use. The Airtraq™ was no faster that traditional intubation but intubation speed may have been affected by student familiarity with the Airtraq™. L’objectif était de déterminer si l’utilisation, par des étudiants ambulanciers paramédicaux, du laryngoscope Airtraq™ est plus facile et plus rapide que celle du laryngoscope de Miller (lame droite classique). Il s’agit d’une étude randomisée croisée impliquant 72 étudiants ambulanciers paramédicaux. Chaque étudiant a intubé un mannequin Laerdal ALS baby™ (Laerdal Medical Limited) simulant un nourrisson de 8kg et ce, en utilisant les deux différentes techniques, l’Airtraq™ et le laryngoscope de Miller. Une sonde endotrachéale de taille 3.5 était utilisée pour l’intubation du mannequin. De plus, un mandrin rigide était également utilisé, mais uniquement lors de l’intubation avec la lame de Miller. Le taux de réussite à l’intubation était de 100% avec l’Airtraq™ comparé à 74% avec le laryngoscope de Miller. Lors des intubations à l’aide du laryngoscope de Miller, on a noté 14 intubations oesophagiennes et 5 abandons. En ce qui concerne le temps médian d’intubation, il n’y avait pas de différence statistiquement significative entre les groupes Miller et Airtraq™. Les participants ont évalué les deux laryngoscopes comme étant faciles à utiliser. Interrogés sur leur technique préférée, 46,5% choisissent le laryngoscope de Miller (mentionnant l’habitude de la technique) et 53,5% choisissent l’Airtraq™ (mentionnant la facilité d’utilisation). Les tentatives d’intubation avec l’Airtraq™ ont montré un taux de réussite de 100% et plus de la moitié des étudiants estiment que l’Airtraq™ est plus facile à utiliser que le laryngoscope de Miller. L’intubation à l’aide de l’Airtraq™ n’était pas plus rapide que la technique d’intubation classique, mais la rapidité d’intubation pourrait être influencée par le manque d’habitude de l’utilisation de l’Airtraq™ par les étudiants.

‘We are all beginners’: Amazigh in language policy and educational practice in Morocco

In 2003, the Amazigh (Berber) language and the Tifinagh script were, for the first time in history, introduced as a subject for all students in public primary schools in Morocco. This study first investigates the language planning policy behind the introduction of the new Amazigh curriculum: selection, codification, standardization, curriculum development and implementation in public primary schools. In order to successfully implement a new curriculum it is also important to have an understanding of the expertise, attitudes and concerns that teachers bring to their classroom. A survey of 132 teachers, complemented by in‐depth interviews and classroom observations revealed that teachers experienced many challenges in implementing the Amazigh curriculum, mainly due to preconditions like availability of materials and teaching time, familiarity of teachers and students with Amazigh and Tifinagh script, and the timing of the implementation of Amazigh at school.

E-learning in humanities in Italian universities: a preliminary report

The gradual growth of e-learning classes within the humanities raises a number of issues. E-learning is often perceived with distrust by teachers and students of the humanities disciplines: the percentage of e-learning classes is still very low compared to the total; attending students sometimes show a misunderstanding of the teaching methods associated with this approach; the familiarity of teachers and students with specific e-learning tools is limited, often at the expense of the effectiveness of the class. It is necessary to identify major issues related to communication and the use of learning contents belonging to e-learning classes in the humanities. The focus of key points is a prerequisite in order to develop solution strategies. A series of thematic questionnaires were distributed to teachers and tutors of e-learning classes within various Italian universities. Questions were developed following the experience of offering e-learning classes over the past two academic years at the Faculty of the Preservation of Cultural Heritage of the University of Bologna, located in Ravenna. Multiple choice questions aimed to create statistical data related to problems and generalized issues. Results from the analysis of the replies to the questionnaires allowed the authors to identify a number of recurring problems. Solutions adopted in a given year compared to the previous one have proved only partially effective. It is advisable to develop, on the basis of the identified problems, new programs and communication strategies for future e-learning classes. The test results will hopefully provide a basis for the preparation of a set of shared guidelines through which we can develop formal teaching and content standards able to help strengthen the provision of e-learning classes in the Classics.

Student-Specific Projects for Greater Engagement in a Computational Fluid Dynamics Course

This paper details the recent modification of a final year undergraduate/graduate computational fluid dynamics (CFD) course, which introduces the student to the terminology, principles and methods of CFD. The teaching strategies used in the course include presentation of the material in lectures and discussions so that the students know industry expectations, computer laboratory sessions to give the students proficiency in using a commercial CFD package, and practical application of the principles by way of assessments to give the students proficiency in using and interpreting the results. The major assessment in the last 8 years was the study of a prescribed benchmark problem, using a commercial code. In seeking to gain greater student engagement and enhanced student relevance, we allowed the students to each choose their own topics. Student surveys indicated a high level of satisfaction with the course and comments demonstrated the greater student engagement that has resulted from allowing students the freedom to choose their own assessment topic. Advantages were also found from a teaching perspective, including greater student familiarity and sustained interest while marking assessments.

Analysis on the relationship between nursing students' professional affection and professional maturity

Objective To investigate the influencing factors of nursing students' professional affection and to analyze the relationship between nursing students' professional and maturity. Methods 165 nursing students in Traditional Chinese Medicine (TCM) (75 in our university and 90 in another university) were selected. A self-made questionaire on the nursing students' professional affection during internship and Inventory of Nursing Students'arrangement and design of nursing students between the two schools had statistic significance (P＜0.05), and the were the most effective factors on the nursing students. Conclusions Educators should concentrate on the design and establishment of every step in internship to make it aim at developing and perfecting nursing students' positive professional affection; they should arrange and manage the course of internship efficiently and normatively to help nursing students get familiar with their work; they should put emphasis on the training of nursing students'psychological controlling ability to improve their capability of resisting negative effects caused by external factors on nursing students familiarity of their work. Key words: Nursing students; Professional affection; Professional maturity; Analysis

Teaching U.S. History in Russia: Issues, Challenges, and Prospects

Alexander N. Fursenko and Nikolai N. Bolkhovitinov, two patriarchs of Russian American studies, died in 2008.1 Their achievements were probably the highest points of Soviet studies of history of the United States, and their deaths have become a watershed in modern Russian scholarship. A new generation of scholars is now taking the lead in studying and teaching U.S. history in Russia. The approaches and favorite topics of this new group of scholars differ from those of the older Americanists, as do their environment and their students. At the start of the new millennium, U.S. history courses in Russian universities are an integral part of the curricula at the B.A., M.A., and Specialist levels.2 The contexts of teaching American history in Russia have changed markedly over the past fifty years. During the Cold War, Soviet universities loaded their curricula with an ideologically defined image of the Soviet Union's “main adversary” in a bipolar standoff. In the 1990s a romanticized image of the United States began to prevail, when the end of the Cold War helped scuttle old priorities linked to the search for social and class conflicts. More recently, the foreign policies of the George W. Bush administration and another American crusade to reform Russia have aroused a new wave of demonization in official and popular discourses. Nevertheless, students' pragmatic interest in the United States as a place of work and travel and as a source of education for those planning international careers has encouraged the introduction of additional courses on American history. Since the end of the Cold War, the students have changed, too. Those who apply to American studies programs and take American history classes differ from their predecessors in many respects. Often, they have personal experience traveling to the United States (for instance, participating in the popular Work and Travel usa program). These students speak fluent English and frequently seek opportunities to participate in exchange programs with American universities or to continue their education there. They choose courses on U.S. history because the United States inspires them with its opportunities; they also readily participate in student panels at academic conferences.3 This new level of student familiarity with America poses a challenge for their professors, who no longer hold a monopoly on knowledge of the United States; a student's personal experience may exceed that of his or her teacher.

TECHNOLOGY CAN IMPROVE PUBLIC HEALTH EDUCATION

Addressing public health challenges in the 21st century requires a workforce familiar with current technology. Goldman et al.1 report on the use of one such technology, the blog, to enhance learning through ongoing discussions. Delivering course content in such forums does more than foster discussion; it capitalizes on student familiarity with social venues such as Facebook and encourages the transfer of useful technology to the public health sector. We are infusing technology into a graduate-level course on health determinants, and early experience indicates that keys to success include instructor dedication to the concept, effective technical support, simple and intuitive technology, and student ownership. Taiwanese motorcycle and scooter riders wait at a stop light in Taipei on June 25, 1997, following enforcement of a new law mandating the wearing of safety helmets. Photograph by Eddie Shih. Printed with permission of AP Wide World. Goldman et al. discuss blogs, wikis, and video casting, but numerous other electronic media are available for delivering educational content. The unique attributes and weaknesses of each greatly affect user experience and utility, so the decision of which technology to adopt should be driven by educational objectives, user connectivity, and familiarity. What is ultimately important is that technology enhances the attainment of learning objectives and student engagement with materials. We disagree with the implication by Goldman et al. that telecast (or audiocast) lectures exclusively apply to distance education; they also have a place in traditional settings. Readings, online assignments, and lectures viewed or completed before class prepare students for in-class discussions, case studies, or other interactive methods generally accepted as more valuable than didactic lectures.2–4 Discussion forums allow instructors to assess how well material is being understood before a class and to adjust activities accordingly. Podcast and telecast information use the spoken word to weave a degree of intimacy and personal connection into mass communication not achievable through e-mail. Technology can also foster interactive learning, building on the familiarity with user-generated content many students develop from sites such as YouTube. For example, we have assigned students to create brief (≤ 5 minute) audiovisual synopses of key journal articles or concepts with free software (http://jingproject.com). This satisfies multiple objectives: students attain and demonstrate mastery of material by teaching it to viewers, course content is created for future classes, and a new generation of public health workers receives training in innovative communication techniques. Although the use of teaching technology presents challenges, it has the potential to achieve goals beyond the learning objectives of a single class, including the promotion of technological solutions to support future public health activities.

A Proposed Design for the Business Capstone Course with Emphasis on Improving Students' Information Competency

Business school accrediting agencies and employers increasingly demand evidence that students are mastering information competency (IC) skills. The authors present an innovative approach to inculcate IC skills in the strategic management “capstone” class, integrating cross-departmental student training in using electronic information sources, pretests and posttests of student familiarity with such resources, an externally judged team case presentation sequence, and a unique research log component. Their results from the pretests and posttests show preliminary evidence of IC mastery, supported by anecdotal evidence from participants and judges. The authors also offer guidance for implementing and evaluating this exercise.

Identifying Bruneian Undergraduates and Graduates' Levels of Familiarity with the Basic Concept of Online Learning: A Pilot Study

Online learning is one of the last education frontiers for Brunei Darussalam. For a country that is not restrained to spatial boundaries due to its size, the benefits of online learning over on-campus learning is trivial. This paper is a pilot study to explore the levels of familiarity of tertiary education students with the concept of online learning. The study employs a quantitative survey design to obtain initial data that will inform further research. From a sample size of n=50, the study found that students have different levels of familiarity towards online learning. The concept of online learning itself has not penetrated the whole student population as there are distinct differences in how different learners conceptualised online learning.

Dynamic performance investigations of a turbojet engine using a cross-application visual oriented platform

AbstractThis paper presents the development of visual oriented tools for the dynamic performance simulation of a turbojet engine using a cross-application approach. In particular, the study focuses on the feasibility of developing simulation models using different programming environments and linking them together using a popular spreadsheet program. As a result of this effort, a low fidelity cycle program has been created, capable of being integrated with other performance models. The amount of laboratory sessions required for student training during an educational procedure, for example for a course in gas turbine performance simulation, is greatly reduced due to the familiarity of most students with the spreadsheet software. The model results have been validated using commercially available gas turbine simulation software and experimental data from open literature. The most important finding of this study is the capability of the program to link to aircraft performance models and predict the transient working line of the engine for various initial conditions in order to dynamically simulate flight phases including take-off and landing.