Sequence Of Instructions Research Articles

Elementary Preservice Teachers’ Flexible Use of Strategies for Solving Linear Relationship Problems Using Strip Diagrams

Research has shown there are algebra concepts elementary teachers can introduce that help prepare elementary students for the eventual transition to algebra (e.g., the relational interpretation of the equal sign). Early algebra refers to the use of informal approaches to introduce such concepts to elementary students. Strip diagrams, a type of informal diagram, can be used for early algebra. We present an instructional sequence mathematics teacher educators could use to introduce elementary preservice teachers to or reacquaint them with strip diagrams. We also present strategies elementary pre-service teachers used to solve strip diagram problems before and after participating in our instructional sequence. We conclude with a discussion about the strategies and implications for teaching early algebra to elementary preservice teachers.

A Comparison of Medium Probability Versus High Probability Instructions to Increase Cooperation in the Context of the High Probability Instructional Sequence

ABSTRACTThe high‐probability instructional sequence has been shown to be effective to increase cooperation with low‐probability requests. However, for some individuals, it may be difficult to identify high‐probability instructions, and some high‐probability instructions may become less likely to evoke cooperation over time. Thus, under some circumstances medium probability instructions, or instructions which may be less likely to evoke cooperation than high‐probability instructions, may be a useful temporary alternative to increase cooperation. In the current study, we compared medium probability instructions to high probability instructions to increase cooperation among three children with autism spectrum disorder. The results showed that for two participants, the medium probability instructions improved cooperation as much as the high‐probability instructions. For a third participant, the medium probability instructions improved cooperation over baseline, but not to the level observed with the high‐probability instructions. Results are discussed in terms of the mechanisms responsible for the effects of instructional sequences.

P-1673. Antibiotic Stewardship in a palliative care setting reduces antimicrobial consumption and is cost-effective

Abstract Background More than 50% of patients in palliative care (PC) receive antibiotics in the final days of their life. While infection commonly occurs in this heterogenic population, clinical signs such as fever, malaise and elevation of inflammatory markers may also be attributable to the underlying disease. We evaluated the impact of a PC antimicrobial stewardship (ASP) intervention on antimicrobial consumption and cost effectiveness. Methods Starting 08/2022, the ASP and PC team of our tertiary care hospital in Switzerland conducted an interdisciplinary stewardship intervention. During weekly visits, the ASP team provided review and feedback on cases selected by the PC physicians, recommendations made were contextualized with the patient’s superordinate goals. In added teaching sequences, general stewardship principles were explained to the PC team. Cases were documented prospectively, gathering patient characteristics (i.e. age, sex, diagnoses), the ASP recommendation made regarding antimicrobials (i.e. none, start, continuation, oral switch, stop), its acceptance by the PC team (defined as realization within 48h) and hospitalization markers (i.e. length of stay (LOS), discharge location). Impact of the intervention on LOS and days of antimicrobials were estimated independently by two members of the ASP; disagreements were resolved by an arbiter. Descriptive analysis was performed, associated cost savings were calculated and offset with ASP operational costs. Proportions of recommendations made by ASP team Results Between 08/2022 and 12/2023, 96 interventions were made in 90 patients (median age 72 years), malignancy was present in 61 (68%) (Table). The most frequent recommendation was to stop antimicrobials (45%), in 17% the initiation of antimicrobials was discouraged (Figure). Overall, 96% of recommendations were accepted by the PC team, leading to an overall saving of 63 hospitalization days and 177 days of parenteral antimicrobials. Calculating the net economic effect of the ASP intervention, savings of 140’314 USD were offset by 9767 USD operational cost, resulting in overall savings of 130’547 USD. Conclusion Weekly interdisciplinary case discussions between the ASP and the PC team reduces antimicrobial consumption and hospitalization days and can be cost-effective. Disclosures All Authors: No reported disclosures

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”Somewhat more than mere genitalia” – Teaching at the crossroads of craft education and the knowledge area of sexuality, consent and relationships. This article explores teaching at the intersection of the knowledge area of sexuality, consent, and relationships, and the subject of crafts in lower secondary school. More specifically, it develops an understanding of subject-integrated teaching through embodied, material, and aesthetic processes in a cross-curricular context. The study is based on a craft teacher’s experiences from a teaching sequence in grade 9, where students designed and carved symbols related to sexuality, consent, and relationships in wood. The results highlight the impact of subject-integrated teaching and underscore student participation as pivotal, both in sexuality education and crafts. Another insight was the teacher’s ease in integrating the topic into craft education, where the craft’s focus on the process was contributory. The theme opened up the crafts classroom for existential exploration, fostered discussions, and created a more nurturing classroom environment.

School Teachers’ Perspectives on the Use of Algebra Tiles to Operations on Integers

This paper is based on the first author’s (researcher) experience as a mathematics teacher trainer based on his M.Ed. ‘Internship course.’ The second author being the course facilitator has played a facilitative role in the development of the training module and the successful conduction of Teacher Professional Development (TPD) sessions. This study aimed to explore perspectives on the use of algebra tiles (as physical manipulatives) to basic arithmetic operations on integers - addition ( ), subtraction ( ), multiplication ( ), and division ( ), based on the experiences of 22 school mathematics teachers of Kathmandu, Nepal (who participated in TPD). This study utilized a qualitative research technique, Concrete-Representational-Abstract (C-R-A) instructional sequence, and triangulation. The data generation tools were participant observations, researcher-participant interaction, participant worksheets, reflection forms, end-reflection videos, and photos. The data analysis unveiled that the participants had a positive outlook towards the use of algebra tiles (as physical manipulatives), and they viewed it as effective concerning operations on integers. As a result, the participants were motivated enough and were determined to apply it in their mathematics classroom teaching, even though it would be difficult to implement it properly due to time constraints – cost, availability, time, and management. However, the participants suggested Book Free Day - an initiative introduced (2023, April 27) by Kathmandu Metropolitan City, where students go to school without books and bags every Friday, and remedial teaching as the most appropriate occasions to implement algebra tiles properly.

Μετρήσεις με διατάξεις Arduino Uno και Arduino Nano BLE: Αποτελέσματα έρευνας με μαθητές δημοτικού σχολείου

This study analyzes the results of a teaching intervention and the accompanying research related to solar radiation and temperature. The measurement of these parameters is conducted using educational robotic setups based on Arduino Nano BLE and Arduino Uno. The research sample consists of students from the upper grades of primary school, specifically sixth-grade students. After a brief presentation of the components that make up the radiation measurement setups, a four-lesson instructional sequence takes place. Initially, a class discussion is conducted to explore the concepts of temperature and solar radiation. Subsequently, students carry out measurements of solar radiation and temperature, and finally, they compare their results. The primary goal of this teaching intervention is to familiarize students with scientific concepts and physical quantities, such as temperature and solar radiation, through hands-on measurements using educational robotics setups.

ANÁLISE DE UMA PROPOSTA DE UTILIZAÇÃO DE UM FILME COM BASE NOS CONTEÚDOS CONCEITUAIS, PROCEDIMENTAIS E ATITUDINAIS

This article explores the use of commercial films in the initial training of physics teachers, based on results from a research study that involved developing a teaching sequence centered on the film Radioactive (2019). It discusses the didactic possibilities of using a film to address conceptual, procedural, and attitudinal content through the presentation of proposals (based on initial planning) and, subsequently, research results to assess their feasibility. This is a case study with data collected from a group of pre-service physics teachers using a questionnaire with open-ended questions, analyzed using the Collective Subject Discourse method. Among the conceptual contents, the results indicated the possibility of exploring an analogy related to radioactivity, provided that appropriate procedures are used, such as identifying and comparing elements of the target situation and the analogy and encouraging discussions about positive and negative aspects. Regarding procedural contents, the study found the potential for developing content with varying levels of complexity and generality, related to the search, selection, comparison, interpretation, and analysis of information. Among the attitudinal contents, a finding is the potential for pre-service teachers to incorporate attitudes regarding their understanding of the didactic resource used, motivated by their positive perception of the experience during the activities, which could lead to similar practices in their professional performance.

Assessing the efficacy of the concrete-representational-abstract instructional sequence in teaching basic addition facts to students with mild intellectual disability

Objectives To assess the efficacy, maintenance, and applicability of the concrete-representational-abstract (CRA) instructional sequence in teaching basic addition facts to students with mild intellectual disabilities, focusing on the evolving nature of commutative properties. Methods Three students with mild intellectual disabilities, aged between 8 and 11 were recruited for participation in the research. A multiple-probe design with probe trials across participants was conducted. Results The results show a functional relation between the CRA instructional sequence and the acquisition of basic addition by students with mild intellectual disabilities. Furthermore, the students demonstrated the ability to sustain this skill one to two weeks later and to generalise it to scenarios reflecting commutative properties (3 + 2 = ? instead of 2 + 3 = ?). Conclusions The implications for both practical application and further research pertaining to the CRA instructional sequence were deliberated upon in this study.

Educational Cyber–Physical Systems (ECPSs) for University 4.0

University 4.0 represents the adaptation of the Education 4.0 paradigm to the university context. The core principle is the automated supervision of the entire student learning process by an AI-driven computer assistant, allowing for timely adjustments based on the student’s progression. Critical to this process is the assistant’s ability to collect comprehensive information on all student activities within the curriculum, particularly overseeing pedagogical activities in real time to make necessary adaptations. This utilizes Educational Cyber–Physical Systems (ECPSs) to gather all relevant data and extract appropriate information effectively. This article examines a specific case of practical work involving students at two distinct geographical locations collaborating in a blended learning environment. A specialized ECPS is deployed to collect data from equipment at both sites, enabling the modeling of the pedagogical sequence, the cyber–physical system, and the data necessary for monitoring student progress in real time.

Slicing Through the Noise: Efficient Crash Deduplication via Trace Reconstruction and Fuzzy Hashing

In contemporary software security testing, fuzzing is a pervasive methodology employed to identify vulnerabilities. However, one of the most significant challenges is the vast number of crash reports, many of which are repetitive, resulting in an increased analysis burden for security researchers. To address this issue, we propose a novel method for reducing crash redundancy and grouping similar crashes based on their execution traces. By leveraging the Intel Processor Trace (PT), we can reconstruct the instruction flow of the last executed function in each crash and extract its relevant instruction slice through data dependency backward slicing. The registers are abstracted, and the immediate values are generalized to normalize the instruction sequence. Subsequently, fuzzy hashing is applied to the generalized instruction sequences, and a similarity-based greedy strategy is employed for grouping. The method effectively reduces the workload by clustering crashes with similar root causes, leaving analysts with only representative samples to investigate. Furthermore, compared with conventional stack hashing techniques, our methodology demonstrates an average improvement in accuracy of 15.38% across four programs, with a total of 281 crashes.

Wallace in the Amazon

This work presents a teaching and learning sequence (TLS) that aims to engage students in learning core biological knowledge and well-informed conceptions about the nature of science through a historical case study: Alfred Russel Wallace’s (1823–1913) research on palm trees in the Amazon. He observed, illustrated, described, and collected several specimens to understand the region’s biological diversity. We took it as a starting point for students to use a dichotomous identification key and develop a phylogenetic tree. We also mention an evaluation of the TLS applied in second-year high school classes involving sixty students from a public school in the city of São Paulo in 2013. The activity produced several positive effects, especially regarding motivation for learning phylogenetic classification from exemplary historical contexts. The experience illustrates in a more general way how the use of nature investigations carried out in the past can contribute to a more complete scientific education, as described in the new curricular standards.

Developing Romanian and American Cultural Awareness Through Discursive Competences:A Project-Based Learning Pilot Study

Abstract This empirical study presents the tools and conceptual framework that enabled me to plan, implement and deliver a Project Based Learning (PBL) pilot test in my course on Introduction to American Studies, intended for 1st year students majoring in American Studies at Ovidius University, Constanta. The presentation of the PBL project follows a chronological approach to the in-class pedagogical sequence, with a specific focus on the evaluative process, mainly articulated around self-assessing strategies. Self-assessment is construed as essential in creating the premises and helping develop metacognitive processes which are presented and analyzed according to Fink’s taxonomy of significant learning. Most data were collected through personal classroom observations. The observation method was utilized during the planning stage (where students chose teams, selected project topics, asked and answered essential questions, designed project plans, and created project timelines), the implementation stage, and the assessment stage (evaluating both the project results and the learning activities). In addition to observations, a qualitative analysis of students' projects was conducted. The findings from these observations, along with a description of the students' self-assessment exercises are compiled in this study and point to the fact that by employing PBL as a staple in classes, teachers can create a potent learning environment, suitable for engaged learning, growing and shared experiences.

FORMAÇÃO DE PROFESSORES POR MEIO DA SEQUÊNCIA DIDÁTICA E TECNOLOGIAS DIGITAIS

This study shows that teacher training through teaching sequences combined with digital technologies is an effective strategy for promoting pedagogical innovation. This approach organizes teaching and develops essential teaching skills, meeting new educational demands. However, its full implementation depends on investments in technological infrastructure, since many schools face limited access to equipment and the Internet. Therefore, educational policies should prioritize technological improvements, including the acquisition and updating of resources. Continuing education is another key aspect, which should go beyond technical training to include critical reflections on the pedagogical integration of technologies. This article reinforces the importance of continuing teacher training and the alignment between school infrastructure and pedagogical practices. Creating environments that encourage innovation and experimentation, as well as communities of practice for the exchange of experiences among educators, are essential. By addressing the challenges and opportunities of technological integration and teaching sequences, the study contributes to transforming education. This transformation aims to make it more inclusive, interactive, and relevant, preparing students for a future in constant evolution. The balance between teacher training, technological resources and innovative practices is essential to meet the contemporary demands of education.

Technology Acceptance of Tinkercad for 3D Object Design Using Block-based Programming

Block-based programming, with its logical and structured sequence of instructions through graphical connections, is a powerful tool for developing programming skills. Tinkercad, a platform known for its versatility, uses block programming for a variety of tasks, including 3D modeling. This paper presents the results of a study that evaluated the acceptance of Tinkercad in educational activities focused on designing 3D models for practicing block coding among Mechatronics Engineering students. To achieve this, a three-day online workshop was conducted with 20 participants. Upon completion of the workshop, an adaptation of the Technology Acceptance Model instrument was applied to evaluate the acceptance of Tinkercad as a tool to facilitate block coding topics. The results were positive, demonstrating the ease of use and usefulness of Tinkercad for these students.

Development of personalized profiles of students with autism spectrum disorder for interactive interventions with robots to enhance language and social skills.

The inclusion of students with autism spectrum disorder (ASD) in mainstream education (primary and secondary, in the range of 4-5 to 8-10 years old) is a complex task that has long challenged both educators and health professionals. However, the correct use of digital technologies such as personalization settings and interaction with robots has clearly shown how these new technologies can benefit ASD students. However, it is essential to characterize the profile, problems, and needs of each student, since it is not possible to generalize an accessible approach for all users. The work presented shows the creation and validation, through pilot tests, of an instrument that outlines the main needs of a student with ASD, based on behavioral variables. In a later phase, instructional sequences will be designed and adapted through digital tablets and interaction with a robot to improve specific aspects identified in the initial profile. The results demonstrate the method's ability to assess and prioritize profiles satisfactorily which helps create a design adjusted to each student. The first pilot tests have been well received by ASD students, who have shown increased interest in the contents and methods used in this approach. Motivation levels and engagement have also increased, and social interactions with their peers have improved.

Mental constructions for the learning of the concept of vector space

This study contributes to the literature on linear algebra instruction by designing and researching a teaching sequence based on APOS Theory to introduce engineering students to vector spaces. The sequence offers students multiple opportunities to understand the concept. Another contribution is the evidence that introducing prerequisite concepts—such as equality, sets, and binary operations—before tackling vector space was crucial for grasping the role of proof in determining whether a set is a vector space. The findings confirm that, as other studies have shown, vector space is challenging for students. However, the results demonstrate that students were able to face this challenge. All students showed evidence of developing an understanding of the concept, with nine achieving a clear grasp of vector space and the role of proof by the end of the experience. Additionally, the progress observed—from having difficulties with symbols to successfully proving statements involving unconventional operations—underscores the effectiveness of the teaching approach.

The development of a didactic sequence for teaching fundamental trigonometric equations in basic education

The research is related to the teaching and learning of Fundamental Trigonometric Equations. The guiding question of the research was: How will a Didactic Sequence, developed according to the structuring model (UARC), with the aid of concrete material and software, contribute to improvements in the teaching and learning process of Trigonometric Equations? To answer this question, the general objective was defined to propose the development of a Didactic Sequence to enhance the teaching and learning of Fundamental Trigonometric Equations. The didactic sequence is structured according to the construct of Articulated Units of Conceptual Reconstruction (UARC), according to Cabral (2017). Dissertations and textbooks on the subject were analyzed, in addition to a questionnaire via Google Forms being applied to high school mathematics teachers and alumni with questions relevant to the research; the data collected corroborated the methodological objectives outlined. The teaching sequence was applied to an experimental class, while the control class was taught in a traditional way. At the end of the classes, both groups took a test to verify their learning. The analysis of the results is based on the theories of Microgenetic Analysis by Góes (2000) and Discourse Analysis by Mortimer and Scoot (2002). The transcribed learning evidence, together with the average grades on the learning verification test of the experimental class, indicated that the use of the teaching sequence for teaching fundamental trigonometric equations with the help of manipulative materials proved to be an efficient methodological alternative for teaching.

Teaching green and sustainable chemistry by the example of wood biorefinery – a teaching and learning sequence for secondary education chemistry classes

AbstractWir treffen täglich Wahl‐ und Konsumentscheidungen, die das Ausmaß an Umweltverschmutzungen, Treibhausgasemissionen und Ressourcenverbrauch beeinflussen. Der Umgang mit Produkten der chemischen Industrie ist dabei eine besondere Herausforderung. Verbesserungen chemischer Prozesse unter Berücksichtigung der Prinzipien der Grünen Chemie können helfen, diese Herausforderung zu bewältigen. Zum Schutz des Klimas und der Umwelt brauchen wir verantwortungsbewusste Entscheidungsträger:innen und informierte Bürger:innen gleichermaßen. Um nachhaltige Entscheidungen treffen zu können, ist naturwissenschaftliche Grundbildung notwendig, deren Grundlagen u.a. im Chemieunterricht gelegt werden müssen. In diesem Beitrag stellen wir eine Unterrichtsreihe zur Grünen und nachhaltigen Chemie am Beispiel der Holz‐Bioraffinerie für Lernende der Sek. II vor, die klassische Fachinhalte vor dem Hintergrund nachhaltiger Chemie beleuchtet und dadurch zur Förderung von Urteils‐ und Handlungskompetenz bezüglich aktueller Herausforderungen beiträgt.

Innovation of Constructivist Teaching Sequences Model Based on Technology in Biology Material

The learning model is a logical stage for learning students. The learning process must pay attention to the steps that become the basic framework for creating an effective and meaningful student learning process. This study aims to innovate biology learning in metabolism material. The innovation is done by integrating several technologies namely Wordwall, Virtual Lab, and Ms. PowerPoint on the Constructivist Teaching Sequence model. The research method used is a literature review sourced from books, journal articles, research reports, and other relevant documents. This research flow has several stages consisting of literature identification, literature selection, literature analysis, synthesis of findings, and learning model innovation design. The result of this research is an innovative learning recommendation using the technology-assisted Constructivist Teaching Sequence model that can be an alternative high school biology learning model.

Enhancing computational fluid dynamics simulation for coronary artery disease analysis through spatial iterative modeling

Abstract Background Endothelial shear stress (ESS) critically influences the pathogenesis of coronary artery disease (CAD) by modulating the formation and progression of atherosclerotic lesions. Despite the use of 3D modeling in computational fluid dynamics (CFD) simulations to calculate ESS, the precision of these models significantly depends on the method of reconstruction. Spatial Iterative Method (SIM) extends the iterative approach in computer science to spatial data, using recurring algorithms to refine 3D models and analyses. Iterative approach executes a sequence of instructions repeatedly until a certain condition is met, enabling progressive problem-solving. Purpose In this study, we investigated the application of the SIM to estimate ESS in coronary arteries and explored Atherosclerotic Plaque Areas (APA) in patients with CAD. Methods We analyzed fifteen patients (9 males, mean age of 63 ± 10.56 years) with atherosclerotic plaque on coronary arteries. The eighteen images captured from an anterior viewpoint in 10-degree increments of the coronary artery obtained from Coronary Computed Tomography Angiography at the best diastolic phase for each patient were used. We implemented the SIM for 3D model reconstruction, facilitating ninety comparisons across all iterations to evaluate ESS estimations accurately. (Figure 1.) Results In our study, we evaluated ESS contours from CFD simulations for a total of 282 APA (200 calcified and 82 soft plaques) across ninety spatial iterations. We categorized ESS into three groups: low (162 APA cases with ESS of less than 1 Pascal (Pa)), medium (67 APA cases with ESS between 1 and 2 Pa), and high (53 APA cases with ESS greater than 2 Pa). There was a significant association between ESS categories and plaque types (p < 0.0001, Figure 2.). The calcified plaques were formed in areas with low ESS (%80 of calcified plaques) and soft plaques in areas with medium and high ESS (%97 percent of soft plaques). Conclusion The significant association between ESS categories and plaque types shows the potential of SIM in hemodynamic analysis. This finding highlights the potential of SIM in enhancing the understanding of hemodynamic influences on plaque formation, offering a promising direction for future cardiovascular research.Figure 1.Sample Iteration of the SIMFigure 2.Heatmap of ESS vs. APA