Introductory Lessons Research Articles

Becoming a science teacher in the Anthropocene: scientific knowledge as ‘matters of concern’

ABSTRACT In the Anthropocene, there is a significant need for new ways to educate about science and environmental problems, including climate issues. This article explores Swedish teacher students’ discussions as they envision their future roles as science teachers in the light of the Anthropocene. At the beginning of their science teacher education, the teacher students are not fully immersed in the established discourses of the educational system as in-service teachers. In this study, we consider how these teacher students’ ‘fresh eyes’ bring views of how knowledge (especially chemistry-related knowledge) matters in education and teaching. Through a lecture that centred planetary boundaries and the Great Acceleration as representations of some main scientific models in the field, the teacher students were introduced to the concept of Anthropocene. Five focus group discussions followed this introduction. Thematic analysis reveals how the acquired knowledge of the introductory lesson challenges the students to express ‘matters of concern’ differently: partly considering a personal, everyday level and partly reformulating their role as future science teachers. The interrelation of these positions is also a concern for the concluding discussion. Furthermore, the article discusses these results as both concerns and possibilities for science education, including science teacher education.

Adding immersive virtual reality laboratory simulations to traditional teaching methods enhances biotechnology learning outcomes

Immersive virtual reality (VR) simulations are increasingly being used in diverse educational and training contexts to supplement traditional learning methods. The high versatility of virtual laboratories allows students to take advantage of many benefits, like experiencing dangerous reactions, time-consuming protocols, or expensive equipment without the necessity of a real science laboratory. However, little research is currently available to support the efficacy and efficiency of this new learning tool. In this context, the main objective of this study was to assess the influence of biotechnology training by using immersive VR technologies on the student’s motivational and learning outcomes as compared with learning with conventional methods only. To this aim we tested two diverse strategies, respectively VR simulations were used in place of or in addition to the teacher’s introductory lesson of a hands-on laboratory experience. Aligned questionaries were administered before and after the proposed activities to assess theoretical knowledge, self-efficacy, interest in biotechnology, and engagement of the participants. We found that when the introductory lesson to a biotechnology hands-on laboratory is replaced with an equivalent immersive VR simulation, the student’s learning outcomes are lower with respect to the traditional approach. On the contrary, when VR simulations are integrated as an additional tool to the existing learning methods, higher learning outcomes were observed demonstrating a deeper understanding of the learning contents. Furthermore, our study showed that learning with immersive VR simulations motivates students more than the traditional methods, thus, using this new technology in addition to the existing educational methods in biotechnology could be considered as a win-win strategy to raise the attention of the students while increasing the learning outcomes.

Effectiveness of patients’ involvement in a medical and nursing pain education programme: a protocol for an open-label randomised controlled trial including qualitative data

IntroductionPain is a multidimensional experience that varies among individuals and has a significant impact on their health. A biopsychosocial approach is recommended for effective pain management; however, health professionals’ education...

VIII. La versión griega de la constitución Imperatoriam en el manuscrito Parisinus gr. 1366

Summary Examination of the Greek version of the constitution Imperatoriam (Βασιλικῆς) from the perspective of the seven manuscripts containing it, especially the most important of them, the Parisinus gr. 1366 which, inexplicably, was not used by the last editors of that text (Groningen 2010). We now transcribe the unpublished contents of this manuscript which demonstrate that (1.) the Βασιλικῆς was translated by Theophilus, and (2.) he included it as an introductory lesson within the first book of his Paraphrase. We also show here that the five manuscripts which have not preserved the Βασιλικῆς, nevertheless had it originally.

WORK IN PROGRESS: DEVELOPMENT OF EDUCATIONAL KIT FOR TEACHING ADDITIVE MANUFACTURING

AbstractAdditive Manufacturing (AM) is a unique manufacturing technology that is being rapidly accepted in various industries, leading to increased demand for experts who know to work with AM and how to design AM products. This led to a broader adaptation of AM in an educational context with various research on how to teach AM. However, most approaches are focused on teaching advanced AM application and Design for AM (DfAM), including both restrictive and opportunistic approaches, with little attention to specialised educational tools to show and teach the basic principle, possibilities and characteristics of AM. This paper presents the development of an Educational Kit for AM to address the gap and help teachers to explain the basics of AM, with a current focus on the material extrusion process. The Educational Kit is made of 17 models and accompanied cards explaining the essential characteristics of AM through short textual explanations, graphics, examples and manufacturing data. The Educational Kit for AM is intended to be used in introductory lessons on AM, so the novices in AM can quickly grasp the characteristics of AM and the basic terms used in AM before advancing to other AM and DfAM topics.

Students’ Experiences and Understanding of Podcasts to Learn about Inclusion and Integration in the Introductory Lessons of Adapted Physical Education Course

The increasing demand for online classes among college students has simultaneously elevated the popularity of podcasts in educational settings. The practice of podcasts in college settings would help correct inadequate teaching practice and emulate students’ proficiency in their academic progress. This study examined whether listening to a podcast influences student learning for inclusion and integration in the introductory lessons of an adapted PE course.

Designing and implementing an instructional triptych for a digital future

In response to the evolving needs of students and faculty, a small team of librarians rebuilt their library instruction program from the ground-up in 2020. The new approach consisted of three aspects: shifting introductory lessons to easily-accessible Canvas LMS modules, revamping LibGuides, and introducing a credit-bearing course. Together, they allowed librarians to move beyond traditional one-shot instruction, form deeper partnerships with faculty, and make the expertise of librarians more accessible. While the impetus for change was the onset of the COVID-19 pandemic, the new program laid the groundwork for rethinking traditional approaches to instruction and finding better ways to meet faculty and students at the point of need.

TOOLBOX Effects on K-2 Student Growth in Social-Emotional Competence: Evidence from a Quasi-Experimental Study

TOOLBOX is a school-based social and emotional learning (SEL) program to teach and reinforce 12 tools (e.g., Breathing Tool, Courage Tool) for healthy youth development. Although TOOLBOX has been broadly adopted, it remains largely untested. This quasi-experimental study aims to examine the relationship between TOOLBOX implementation and the growth of social-emotional competence (SEC) among K-2 students. First, we compare the growth trajectories of SEC between TOOLBOX and non-TOOLBOX conditions during one academic year. Then, within the TOOLBOX condition, we compare two implementation directives—TOOLBOX Standard and TOOLBOX Primer—to assess (a) the extent to which TOOLBOX was implemented and (b) the SEC growth trajectories among youth. Two district schools were given an implementation directive and materials to implement TOOLBOX Standard curriculum (full, structured lesson plans and strategies with higher dosage anticipated), and two district schools to implement TOOLBOX Primer (basic, introductory lesson plans and strategies with lower dosage anticipated). There were no dosage benchmarks available for either condition. Two additional district schools practiced as usual (non-TOOLBOX). The study sample consisted of 1766 K-2 students and their 80 classroom teachers. Student SEC was measured three times using the Devereux Student Strengths Assessment-Mini, a teacher-completed brief behavioral rating scale. Implementation dosage and quality were measured three times using teacher self-reports. Latent growth modeling and t tests were conducted. In Fall, SEC did not differ between TOOLBOX and non-TOOLBOX conditions. TOOLBOX students, however, showed a greater increase in SEC over the year. Within the TOOLBOX condition, Standard teachers incorporated the “tools” into academic instruction more frequently in Spring compared to Primer teachers. For most other implementation variables, no statistical difference was found between TOOLBOX implementation directives. Student SEC growth trajectories did not differ between Standard and Primer schools. Quasi-experimental evidence supports the overall benefits of TOOLBOX on K-2 students’ social and emotional growth. We discuss possible reasons for non-differential outcomes between Standard and Primer implementation directives within the TOOLBOX condition (e.g., gap between implementation directives and actual implementation behaviors). The gap between implementation directives and behaviors may provide an impetus for practicing school psychologists to contribute to more robust forms of implementation leadership (e.g., remove obstacles for implementation) and offer implementation support (e.g., coaching, feedback loops).

Vārdnīcu lietošana otrās un trešās svešvalodas apguvē: mācīšanās stratēģija

Learning strategies are important for controlling and optimizing the acquisition and use of a foreign language. Regular use of strategies with specific work steps and tips helps students to become more independent and reach their learning objective quicker. This study provides an insight into one foreign language learning strategy – working with dictionaries. Dictionaries are not only a tool for translation, but also an important part of language learning. This foreign language acquisition tool is often undervalued, although proficient and appropriate use of dictionaries not only strengthens the learner’s self-directed learning skills, but also their confidence in using the foreign language. The research question: how can students acquire the learning strategy of using a dictionary to enhance their foreign language skills and self-directed learning? The aim of the study is to explore whether and how the use of dictionaries can contribute to learning a second and third language by summarizing theory and developing and validating techniques and appropriate tasks for this strategy to make the dictionary an important tool for language learning, as well as for the development of self-directed learning skills. The research has resulted in a summary of the theory on the chosen topic and the development of materials for an introductory lesson on working with dictionaries. The study concludes with a number of conclusions. The most significant of these are as follows. The use of dictionaries as part of foreign language acquisition must be included in the group of resource use strategies, which can be metacognitive or cognitive. First, students need to learn how to work with printed dictionaries, which is also a good basis for future work with electronic dictionaries. Printed dictionaries should be available in the lecture room to build the habit of using them. If they are not available, students should be allowed to use electronic dictionaries. Vocabulary skills will certainly improve language acquisition and give learners the confidence to make their own decisions about the choice of language unit in their speech or a written text in a foreign language. The materials developed under the research can be used in German language classes for beginners learning German as a second or third foreign language. Acquiring this learning strategy will not only be useful for students at school, but also later at university.

Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning

This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change intervention. The HMD group scored significantly higher than the video group on presence (d = 1.43), enjoyment (d = 1.10), interest (d = .57), and retention in an immediate (d = .61) and delayed posttest (d = .70). A structural equation model indicated that enjoyment mediated the pathway from instructional media to immediate posttest, and interest mediated the pathway from instructional media to delayed posttest score, indicating that these factors may play different roles in the learning process with immersive media. This work contributes to the cognitive affective model of immersive learning, and suggests that immersive lessons can have positive longitudinal effects for learning.

Elevperspektiv på vad som väcker intresse för litteraturhistoria

Previous research on teaching and learning of literature has called for empirical investigations on classroom practice concerning literary history. As an answer to this call, the study aims to develop knowledge about what sparks students’ interest in the teaching of literary history in upper secondary school. In relation to the introductory lesson in literary history, students’ attitudes were collected through questionnaires and interviews. 286 students from ten classes in five different schools participated, all from various university preparation programmes. Thematic analysis was applied to analyse students’ responses. The analysis showed that themes of (1) content and (2) teachers’ ways of leading and organising the teaching, contributed to spark students’ interest in literary history in various ways. In relation to content, the students’ foregrounded students’ experiences; intertextuality; similarities and differences between different periods; epochs, authors and works; and aesthetic elements. Regarding teachers’ ways of leading and organising the teaching, the students emphasised passion and engagement, content legitimation, interaction and participation, variety, structure and delimitation and grades or de-emphasis on performance. These findings are discussed in relation to theories of interest and teaching.

Mantra meditation as adjunctive therapy in major depression: A randomized controlled trial

• Mantra meditation is an effective add-on treatment in major depression. • Mantra meditation is superior to progressive muscle relaxation. • After 6 months, mantra meditation mainly improved mood rather than cognitive symptoms. • Untapped potentials of mantra meditation warrant further research. To investigate the efficacy of add-on mantra meditation compared to progressive muscle relaxation in major depression. This study was a two-arm, single-site, raterblinded, randomized controlled trial involving 123 inpatients at a psychiatric hospital diagnosed with major depression according to DSM-IV criteria (January 2017 to June 2020). The treatment group practiced mantra meditation (MAM, N = 60); the comparator group practiced progressive muscle relaxation (PMR, N = 63). Both treatments were delivered via an introductory lesson followed by 30-minute group sessions twice weekly, adjunctively to usual treatment for depressive inpatients (TAU). The primary outcome measure was change in clinician-rated depression symptom severity, measured by the MADRS interview. The secondary outcome measure was self-reported depression severity, measured by the BDI-II questionnaire. Intentionto-treat was analyzed using linear mixed models. The TAU + MAM group had significantly greater improvements in MADRS score than the TAU + PMR group, both at the 3- month follow-up (between-group difference = 4.78, 95% CI = -8.32 – -1.42; d = 0.62) and at the 6-month follow-up (between-group difference = -6.24, 95% CI = -9.80 – -2.69; d = 0.79). Posttreatment, self-reported depression symptom severity was not significantly lower in the TAU + MAM group than in the TAU + PMR group. Exploratory analysis of the differences between primary and secondary outcomes showed that mantra meditation mainly improved mood rather than cognitive symptoms. In inpatients with major depression, adjunctive mantra meditation led to clinically relevant reduction in depressive symptom severity. Further research would build evidence for the untapped potentials of mantra meditation. ClinicalTrials.gov Identifier : NCT03004430

Flying Solidarity as an Introductory Lesson in Social Theory

Although students rely on social solidarity in their everyday lives, they generally fail to acknowledge its existence. An active learning class exercise, conducted within approximately 35 minutes, introduces sociology students to Emile Durkheim’s concept of solidarity and the distinction between its mechanical and organic forms. Some groups of students perform the task of creating and flying paper airplanes under the pretense of organic solidarity, and other groups perform the same task under the pretense of mechanical solidarity. Through reflection on their experiences and discussion with members of other groups, students begin to identify nuances of each type of solidarity. An evaluation of this exercise indicates that those who participate in it can describe the distinction between mechanical and organic solidarity and their respective associations with gemeinschaft and gesellschaft better than those exposed to a traditional lesson on the topic can.

Exploring systematic orthographic crosslinguistic similarities to enhance foreign language vocabulary learning

This study explores whether middle-school students can exploit explicitly addressed crosslinguistic lexical similarities between German and English to learn vocabulary more efficiently. Across six weeks, 260 Swiss German learners of English as a foreign language (17 classes) completed three vocabulary learning tests (T1, T2 and T3). Additionally, 7 of these 17 classes attended a 90-minute intervention between the first and second test: During a 45-minute introductory lesson students discovered four systematic orthographic correspondence rules (e.g. <p> to <f> as in ship and Schiff), followed by three 15-minute sessions to consolidate their knowledge. The intervention group’s improvement in cognate learning was significantly larger in comparison to the control group. The difference was observed across both test modes and all rules introduced. While learners’ initial English vocabulary size correlated with their overall performance, it did not affect intervention uptake. This suggests that these younger learners benefitted from form-focused instruction, independent of proficiency and type of correspondence.

Practicing Procedural Skills Is More Effective Than Basic Psychomotor Training in Knee Arthroscopy: A Randomized Study.

Background:Simulator-assisted arthroscopy education traditionally consists of initial training of basic psychomotor skills before advancing to more complex procedural tasks.Purpose:To explore and compare the effects of basic psychomotor skills training versus procedural skills training on novice surgeons’ subsequent simulated knee arthroscopy performance.Study Design:Controlled laboratory study.Methods:Overall, 22 novice orthopaedic surgeons and 11 experienced arthroscopic surgeons participated in this study, conducted from September 2015 to January 2017. Novices received a standardized introductory lesson on knee arthroscopy before being randomized into a basic skills training group or a procedural skills training group. Each group performed 2 sessions on a computer-assisted knee arthroscopy simulator: The basic skills training group completed 1 session consisting of basic psychomotor skills modules and 1 session of procedural modules (diagnostic knee arthroscopy and meniscal resection), whereas the procedural skills training group completed 2 sessions of procedural modules. Performance of the novices was compared with that of the experienced surgeons to explore evidence of validity for the basic psychomotor training skills modules and the procedural modules. The effect of prior basic psychomotor skills training and procedural skills training was explored by comparing pre- and posttraining performances of the randomized groups using a mixed-effects regression model.Results:Validity evidence was found for the procedural modules, as test results were reliable and experienced surgeons significantly outperformed novices. We found no evidence of validity for the basic psychomotor skills modules, as test scores were unreliable and there was no difference in performance between the experienced surgeons and novices. We found no statistical effect of basic psychomotor skills training as compared with no training (P = .49). We found a statistically significant effect of prior procedural skills training (P < .001) and a significantly larger effect of procedural skills training as compared with basic psychomotor skills training (P = .019).Conclusion:Procedural skills training was significantly more effective than basic psychomotor skills training regarding improved performance in diagnostic knee arthroscopy and meniscal resection on a knee arthroscopy simulator. Furthermore, the basic psychomotor skills modules lacked validity evidence.Clinical Relevance:On the basis of these results, we suggest that future competency-based curricula focus their training on full knee arthroscopy procedures. This could improve future education programs.

Student perceptions towards introductory lessons in R

AbstractQuantitative literacy is necessary to keep pace with the exponentially increasing magnitude of biological data and the complexity of statistical tools. However, statistical programming can cause anxiety in new learners and educators alike. In order to produce graduates that are well‐prepared for quantitative research, overcoming the initial hurdles associated with statistical programming is a must. Often, valuable class time is dedicated to teaching introductory concepts of statistical programming, leaving instructors short on time. Here we present an introductory tutorial to statistical programming in the language R. Our tutorial is easily customizable, self‐paced, and can be used in secondary through graduate level classrooms. Student questionnaire responses suggest that perceptions towards R became generally more favorable following an introduction to the program, with an increased likelihood of returning to R. Similar results were found across multiple formats for introducing statistical programming in R and suggest a tutorial‐style introduction is as effective as a series of lectures and computer exercises for altering student perceptions towards statistical programming for graduate students. Our tutorial provides a self‐paced introduction that covers basic programming in R and offers students an opportunity to learn the basic skills that often act as a roadblock to learning and utilizing more complex quantitative tools, while reserving class time for instruction.

THE CHESS – MEANS OF DEVELOPING ATTENTION, MEMORY AND UNDERSTANDING TEXT TO CHILDREN OF 6-7 YEARS OLD FROM PREPARATORY CLASS

In our research, we aimed to investigate if chess, taught at the level of initiation, determines the improvement of cognitive processes such as attention, memory and understanding of a text. For this, we applied a specific questionnaire to three groups of children enrolled in preparatory class of primary school. From these, one group did not participate in chess learning lessons, and the two other, performed introductory chess lessons 1h/week, respectively 2h/week, for 27 weeks. At the end, testing through the questionnaire showed significantly better results for the indicators targeted at those who practiced systematically chess game, especially since the volume of learning activity was higher.

Nature, Neuroscience and Design

In this study, architecture/design projects provided greater connection between people and nature, through technology. For this, we addressed the principles of biophilia and neuroscience and built the basis for the generation and improvement of creations. The participants developed parametric projects inspired by nature, which were tested with sensors, to correct the initial proposals and then reinserted in the projects. Under the conceptualization of concepts related to biodesign, biophilia and neuroscience, we used visual technologies such as programming, artificial intelligence (AI), neurophysiological sensing and augmented reality (under a scientific methodology) to analyze based on quantitative data the relationship of visual perception human, digital and morphology, with well-being indicators. Dynamic one of the study objectives was the creation of projects inspired by nature and, for this, use high computational technology that allowed reproduce natural patterns, emulate complex and hierarchical arrangements, calculate natural growth, work with seasonal changes and variations, etc. We conducted the study in three stages. In the first, we presented principles of biophilia and neuroscience, and the participants began to design and model parametrically, after an introductory lesson in Rhinoceros and Grasshopper. In the second part, the projects were tested with sensors and artificial intelligence systems that provided results that were evaluated, so that in the third stage, a remodeling and final measurement would be carried out. The results of the papers were presented in high resolution images and commented in a final evaluation with the participation of all. Details of what the study were: at first, the participants invited to the study carried out parametric designs inspired by nature, using the software Rhinoceros and Grasshopper, in order to positively stimulate those who observed the result. These projects were then tested through facial expression analysis using artificial intelligence. An Artificial Neural Network (RNN) analyzed the facial expressions of the participants from videos recorded during the observation of the projects developed in the workshop itself and the degree of valence (positive and negative) triggered by each project was recorded. In parallel, still in this intermediate stage, the projects were tested with an electroencephalography equipment by one of the study team members, observing how much each project causes brain modulations in the attention and relaxation of the observer, which shows another kind of measurements for positive and negative valences. These data were used to correct the initial perception and soon after, they were reinserted into the projects. This study and methodology indicate a new possible way to predict how people’s well-being experience will be before the construction of projects and raises interesting questions about the clarification and rationalization of more intuitive design processes.

Lessons on creating 3d models in SketchUp

The article presents a fragment of a tutorial created to study the theme "3D modeling" based on the implementation of practical works in the editor of 3D graphics SketchUp. It is proposed to master this theme during one quarter — seven lessons, one hour a week (not counting the introductory and final lessons). Lessons include 11 practical works on modelling, from 2D model creation to 3D animation. As part of the study of the theme, students are offered problem situations taken from real life, to solve which the capabilities of SketchUp can be used. Additional resources that teachers and students can use to learn more about SketchUp are described. Also, as an alternative to using SketchUp, working in the online 3D editor Tinkercad is considered.

Fostering equity, diversity, and inclusion in large, first-year classes: Using reflective practice questions to promote universal design for learning in ecology and evolution lessons.

Instructors can deliberately design for equity, diversity, and inclusion, including for large first‐year classes, and now instructors have added challenges given COVID‐19. Our paper explores the question: How do we integrate equity, diversity, and inclusion and universal design for learning (UDL) into first‐year, undergraduate ecology and evolution introductory lessons given the COVID‐19 pandemic? Given the large field exploring equity, diversity, and inclusion, we chose to focus on developing reflective practice question rubrics for before, during, and after lessons to encourage UDL for instructors, teaching assistants, and learners. We conducted a focus group within our team and discussed ideas related to online learning, including related pitfalls and solutions. Lastly, we created a figure to illustrate ideas and end with a general discussion. Our reflective practice questions for UDL rubrics, figure, focus group, and discussion aim to increase positive action for equity, diversity, and inclusion in the classroom and beyond.