Student Interpreters Research Articles

The replica of human respiration system to improve student's interpretation skill

Visual media are tools used to deliver information to students, especially on material that cannot be sensed directly by humans. One of them is the material of the human respiratory system. The purpose of this study is to analyze the improvment of the replica of human respiration system in improving student’s interpretation skills. This research is an experimental study with a quasy experimental design with a sample size of 78 students. The method of collecting data on interpretation skills uses a multiplechoice test instrument with a total of 20 questions. The data were analyzed quantitatively using the independent sample t-test. The improvment of this study is determined by the following indicators: 1) classical completeness class 50%, 2) N-gain value is in the moderate category, and 3) there is a significant average difference between the control and the experimental class. The results of this study indicate that the classical completeness in the experimental class is higher than the control class. The N-gain value of the experimental class is in the medium category and the control class is in the low category. The results of the average difference test of the two groups showed a significant difference between the average learning outcomes of the experimental class and the control class. Based on these results, it can be concluded that the replica of human respiratory system is improving students' interpretation skills.

Differences in Learning Independence Between Men and Women Through Annibuku's E-Book

The purpose of this study is to determine the differences in learning independence through Annibukue-books. The subjects are the tenth grade students of the Cimahi City SKB Package C, which include 30people. The data collection technique is carried out using a questionnaire in order to find out the interpretationof students' mathematics learning through the Annibuku e-book. Based on the description of the research dataand after analyzing it, it can be said that the tenth grade students of Package C at SKB Cimahi City have low,medium, and high levels of learning independence. The average self-reliance in learning mathematics for maleis higher than for female students, where it can be seen that the average independence in learning mathematicsfor male students is 67.1 and the average independence of female students for learning mathematics is 57.SKB is expected to continue to pay attention to the independence of learning mathematics and the developmentof its students to participate in activities held at SKB, for example activities using interesting learning media,so that they can learn more optimally. In addition, tutors are expected to attend training or workshops relatedto the use of effective learning media for learning activities, and tutors are always given praise andencouragement when needed so that a feeling of respect and acceptance will arise in the Cimahi City SKBenvironment.

Students Mistakes Analysis of the Tenth- Grade in Interpretation Verbal Expressions into Algebraic Equations and Quantities: تحليل أخطاء طلبة الصّف العاشر الأساسي في ترجمة التعابير اللفظية إلى معادلات ومقادير جبرية

The study aims to detecting the mistakes of the tenth- grade student's interpretation verbal expressions into algebraic equations and quantities and vice versa, identify and analyze common students’ mistakes. The researcher used the descriptive approach and applied the study to a sample that formed of (100) female students of the tenth grade from Fatima Bint Al Khattab Secondary School, that affiliated to the Directorate of Education for First Zarqa District. A test was prepared - in two models, each model included 3 paragraphs - in phrasing of algebraic equations and quantities and vice versa into verbal expressions and vice versa, and it was applied to two divisions of the tenth- grade. The results have indicated to a classification of students' most common mistakes at the level of all test items, which were arranged in descending order: Common mistakes in interpretation the verbal phrases of addition, subtraction or multiplication into algebraic symbols: repeated by (39%) within the six test paragraphs, followed by mistakes in mathematical concepts, repeated by (29%), followed by the mistake: Confusion between an equation and an algebraic expression, repeated by (25%). The study also found, through checking the percentages of common mistakes, that the students were unimproved in an interpretation the verbal formulation within a story or phrase into algebraic symbols, or formulating equations or algebraic expressions in a verbal phrase, in a story or a life’s situation. In light of the results, several recommendations were suggested, the most important were as following: Application and execution of the teachers for the teaching strategy by using common students’ mistakes, and the committees based on curriculum development and design should take into account the selection of appropriate words for each age group, when phrasing verbal mistakes, and to ensure that they are linguistically and orthographically correct. Based on the development and design of curricula, choosing appropriate words for each age group, when formulating verbal mistakes, and ensuring that they are linguistically and orthographically correct. It was also proposed to hold training courses for teachers, in order to train them on the use of the developed programs to address common students' mistakes in mathematics, such as Drive program and Roll Space program.

Guiding Low Spatial Ability Individuals through Visual Cueing: The Dual Importance of Where and When to Look.

Research suggests that spatial ability may predict success in complex disciplines including anatomy, where mastery requires a firm understanding of the intricate relationships occurring along the course of veins, arteries, and nerves, as they traverse through and around bones, muscles, and organs. Debate exists on the malleability of spatial ability, and some suggest that spatial ability can be enhanced through training. It is hypothesized that spatial ability can be trained in low-performing individuals through visual guidance. To address this, training was completed through a visual guidance protocol. This protocol was based on eye-movement patterns of high-performing individuals, collected via eye-tracking as they completed an Electronic Mental Rotations Test (EMRT). The effects of guidance were evaluated using 33 individuals with low mental rotation ability, in a counterbalanced crossover design. Individuals were placed in one of two treatment groups (late or early guidance) and completed both a guided, and an unguided EMRT. A third group (no guidance/control) completed two unguided EMRTs. All groups demonstrated an increase in EMRT scores on their second test (P < 0.001); however, an interaction was observed between treatment and test iteration (P = 0.024). The effect of guidance on scores was contingent on when the guidance was applied. When guidance was applied early, scores were significantly greater than expected (P = 0.028). These findings suggest that by guiding individuals with low mental rotation ability "where" to look early in training, better search approaches may be adopted, yielding improvements in spatial reasoning scores. It is proposed that visual guidance may be applied in spatial fields, such as STEMM (science, technology, engineering, mathematics and medicine), surgery, and anatomy to improve student's interpretation of visual content. Anat Sci Educ. © 2018 American Association of Anatomists.

Immersion, Immigration, Immutability: Regimes of Learning and Politics of Labeling in Study Abroad

This article investigates how the use of the term immersion to describe one's experience abroad performatively interpellates individuals and reproduces power relations. A collaboration between an anthropologist (Doerr) and a study-abroad student (Suarez), it analyzes the student's interpretation of three types of experience he had in Spain: staying with his uncle, an immigrant from Colombia (his first month), studying abroad (his second month), and backpacking (his third month). Suarez described the experience of his second and third months, but not the first, as immersion. Drawing on Louis Althusser and Judith Butler, we argue that his calling a particular experience immersion (or not) defined the meaning of the act and settings, performatively interpellated people involved, and suggested the nature of Suarez's relationship to them. Also, comparing it with his interpretation of his immigrant parents' experience of assimilation in the United States, we analyze how these naming acts reproduce what we call regimes of learning that hierarchize learning experiences by the learners' background and contexts, and show the ways the game of immutability perpetuates relations of power through the performative use of apparently neutral yet loaded terms; we suggest how to avoid this.

Love and the Value of Life in Health Care: A Narrative Medicine Case Study in Medical Education.

This case study is an example of narrative medicine applied to promote self-awareness and develop humanistic contents in medical education. The impact and the human appeal of the narrative lie in the maturity and empathy shown by a student when reporting his dramatic experience during the care given to a newborn (with Patau syndrome and multiple malformations diagnosed at birth) and to her mother. The narrative approach helped the student to be successful in bringing out the meaning behind the story and to position himself from the mother's and newborn's perspective. The student's introspection changed a seemingly scary interaction into a positive experience, overcoming many initial negative emotions, such as fear, disappointment, horror, hopelessness, and insecurity in the face of the unexpected. It is uplifting how the student was strengthened by the power of maternal love to the point of overcoming any remaining feelings of eugenics or rejection. Other important lessons emerging from the case study were the art of listening and the value of silence. This narrative shows how the development of narrative competence can help establish a good physician-patient relationship, because the physician or the student with such competence usually confirms the patient's value and demonstrates concern for them, focusing on what they say and allowing genuine contact to be established, which is necessary for effective therapeutic alliance. The student's interpretations of the meaning of love and value of life inspired him on his reframing process of a medical practice marked by vicarious suffering.

개념 만화를 활용한 소집단 과학 탐구활동에서 나타난 초등과학 영재 학생들의 논증활동 분석

Students' argumentation during science inquiry should be regarded important as it could help students to make meaningful connections between theories and experiments and to make scientific claims based on evidences. In this study, elementary science-gifted students' argumentation during small group inquiry was analyzed according to inquiry process. There were three stages of argumentation during students' inquiry. The first argumentation was to predict what would happen(Prediction stage). In this stage, the scientific problem was presented by concept cartoon as a way to start and to facilitate students' argumentation. The second argumentation was to design an experiment to solve the problem(Planning stage) and the third was to interpret the result of experiment(Interpretation stage). The discourse move, level of grounds and their relationship were analyzed to find the characteristics of argumentation during science inquiry. In terms of discourse move, 'Asking for opinion' was the most frequent whereas 'Claim' or 'Rebuttal' were rare. Students tended to listen to or ask others' opinion rather than provide their own claims or critics on others' opinion. 'Rebuttal' was shown a few times only during prediction and planning stage. There was no single 'Rebuttal' during interpretation stage. Students tended to easily accept or agree other student's interpretation of data instead of arguing their own ideas. In terms of level of grounds, students mostly provided their ideas without any attempt to justify their position. Especially during planning stage, students tended to suggest or decide ways of measuring or controlling variables without any grounds. They used evidences only a few times during prediction stage. In terms of relation between discourse move and level of grounds, students provided grounds most frequently when they dispute others' claims. The level of grounds were higher when they advocate or clarify their own or others' ideas than when they claim their ideas. The result of this study showed that the quality of elementary science-gifted students' argumentation during science inquiry was undesirable in many ways. Implications for scaffolding and facilitating argumentation during science inquiry were discussed.

Statistics, probability, significance, likelihood: words mean what we define them to mean

Statisticians use words deliberately and specifically, but not necessarily in the way they are used colloquially. For example, in general parlance ‘statistics’ can mean numerical information, usually data. In contrast, one large statistics textbook defines the term ‘statistic’ to denote ‘a characteristic of a sample, such as the average score’, and the word ‘parameter’ to denote ‘a characteristic of a population’. However, for statisticians, statistics means more than just numerical information or a characteristic of a sample. Statistics is also a discipline. It is relevant to all areas of scientific enquiry, and spans study design, data collection, developing methods of analysis and analysing data, interpreting results, and making predictions. Other words that statisticians use carefully, and very particularly, form the cornerstones of statistical reasoning, words such as probability, significance, likelihood. Why does this matter? Well, it may well explain why non-statisticians struggle with the ideas and concepts used by statisticians. The reader is confused by the terminology, not the least because the statistician uses familiar words in different ways, a jargon similar to other professional vocabularies.

Popular Media in the Biology Classroom: Viewing Popular Science Skeptically

Research Article| August 01 2009 Popular Media in the Biology Classroom: Viewing Popular Science Skeptically Grant E. Gardner, Grant E. Gardner Search for other works by this author on: This Site PubMed Google Scholar M. Gail Jones, M. Gail Jones Search for other works by this author on: This Site PubMed Google Scholar Miriam Ferzli Miriam Ferzli Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (2009) 71 (6): 332–335. https://doi.org/10.2307/20565328 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Grant E. Gardner, M. Gail Jones, Miriam Ferzli; Popular Media in the Biology Classroom: Viewing Popular Science Skeptically. The American Biology Teacher 1 August 2009; 71 (6): 332–335. doi: https://doi.org/10.2307/20565328 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search This content is only available via PDF. Copyright National Association of Biology Teachers Article PDF first page preview Close Modal You do not currently have access to this content.

Portraits of Practice

AT a public museum, a fourth-grade class sits in a semicircle in front of a painting. Each student has a special journal prepared by the museum's education department and a pencil for taking notes. The museum guide asks the students to look closely and explore the painting: do you see? Hands go up in the air and comments are offered. Yes, good, the guide responds to each observation. She sometimes points to the specific area of the painting that has been mentioned. But she never accepts a remark as the right answer; she always keeps querying the students. Is there more that they can discern? The students' comments move past the obvious. They begin to notice nuances within the painting. One student notes an image emerging from the shadows. Another points to an incongruous facial expression. As the students continue to examine the picture, the guide subtly shifts the focus of her questions. When a student points out a particular detail in the painting, she asks the entire class to look at it and describe how it makes them feel. The students are asked to attend to their emotional reactions. What feelings do different details engender? What is the overall mood? One student thinks the picture is scary. The museum guide asks her to identify the visual evidence that supports her impression. The girl points out the way the light falls on a face and how the twisted figure seems to want to run away. But another student is fascinated by a different section of the painting. He points to a table of animated men who seem to be having a good time. Again, the museum guide asks for visual evidence. How can the student support his claim? He notes the figures' fancy clothes and says that this must be a picture of a party. The guide asks why the student thinks the clothes are fancy. He points out the bright colors and silky textures of the fabrics. The figures are dressed in embroidered robes and elegant shoes that are much more ornate than anything the students wear. The guide summarizes both students' observations. Are other readings possible? Which interpretation accords with the most visual evidence? Which analysis do they think is best? She asks the class to write down in their journals their opinions and the evidence that supports them. Through this detailed discussion, the students analyze the work and discover that within this one painting multiple moods and feelings exist. Questions arise. What is this painting about? The students offer their interpretations. The museum guide continually prompts them for evidence that supports their claims. Is there evidence in the painting that could dispute a student's interpretation? Could the artist have intentionally incorporated contradictory qualities in the work? If so, why would the artist have done this? The students look over their journal notes, make inferences, and write their own conclusions. They spend about 10 minutes with this painting. In the course of their museum visit, they will analyze six different works. As part of the field trip, the classroom teacher receives color posters and overhead transparencies of the works that have been analyzed so that she can take them back to her classroom and build on these museum discussions. The teacher later enthusiastically describes increased class participation, greater willingness to offer opinions, and more extensive writing, particularly from students who previously performed marginally on academic tasks. (1) DEVELOPING SKILLS IN QUALITATIVE REASONING The explicit educational goal of this museum program is to develop students' skills in making inferences. (2) In contrast to many museum tours, this one does not focus on the name of the artist, the date of the painting, or the artistic style. The works are not iconic images from a cultural canon that all students should know. However, when examined carefully, the images reveal richly layered visual evidence. Rather than teaching inference entirely as a language-based skill, the museum program uses visual evidence to build premises for linguistic expression. …

A Phenomenological Case Study of the Social Cognition of One Gifted Adolescent in School

This study investigated the social cognition of one gifted adolescent in school. Two research questions guided the study: (a) What is the nature of a gifted student's perception of the school experience? and (b) In what ways are teacher intent for a gifted student's personal development perceived and interpreted by a student? An existential-phenomenological approach to psychological research was adopted to conduct an in-depth, single-subject case study. Interviews and observations were the primary sources of data. Three major findings are reported. First, the student was aware of self, self in relation to others, and aware of teachers and peers. Awareness, a theme, was evidence of social cognition in school. Involvement, the second theme, describes the student's perception of involvement or lack of engagement in the school experience. Third, student perceptions revealed communication patterns and strategies. Student perceptions were based on the student's interpretation and inferred meaning of his relationship to self, self and others, and awareness of teachers and peers.

Talking about Rates Conceptually, Part I: A Teacher's Struggle

Classroom discourse and communication are issues central to current reform in mathematics education. For reform to happen in classrooms, teachers will have to teach from a conceptual curriculum. To do so they must be sensitive to children's thinking during instruction and shape their instructional actions accordingly—to ensure that children hear what they intend them to hear. This article examines how one teacher's way of knowing mathematics was reflected in the language he used in teaching concepts of rate to one student during a teaching experiment. The teacher's conceptualizations of rate, although strong and elaborate, were encapsulated in the language of numbers and operations, and this undermined his effort to help the student understand rates conceptually. We examine the teacher's language in light of his intentions and the student's interpretations of the tasks. We discuss implications for instruction that is based on a conceptual curriculum and is sensitive and responsive to children's thinking.

Causal attributions and perceived performance: Consequences for college students' achievement and perceived control in different instructional conditions.

Three causal attributions were examined in relation to perceived performance and the quality of instruction. Following failure feedback attributed to ability, effort, or test difficulty, university students (N=223) observed a half-hour videotaped lecture presented by either a low or a high expressive instructor. The three causal attributions affected postlecture control and achievement, depending on the quality of instruction and on student's interpretation (distortion, nondistortion) of the failure feedback prior to the lecture

Student's Interpretations of Writing Tusks: A Case Study

Student's Interpretations of Writing Tusks: A Case Study

Introducing C-SPAN's Resources for Teaching

Integrating C-SPAN coverage into a traditional course provides some unique opportunities and burdens. On the opportunity side, the ability to see the subject matter relatively directly sparks interest, verifies class material and allows for some creative activities not possible using traditional resources. On the more negative side, the approaches outlined in this paper do not necessarily make teaching easier. Since faculty seldom have the opportunity to become C-SPAN “junkies” watching all the coverage, students will bring questions and examples to class which challenge the instructor more than the material stimulated by contact with traditional written sources. In evaluating many of the exercises, the instructor will have to rely on the student's interpretation and the quality of data selection and analysis. Grading will more often be based on how well the student makes his case, rather than the instructor knowing the contours of what the student should conclude ahead of time.