Student Notebooks Research Articles

Seasonal Changes in the Composition and Thermal Properties of Municipal Solid Waste: A Case Study of the City of Perm, Russia

The paper presents experimental studies of municipal solid waste (MSW) composition and its thermal properties (moisture and ash content). Measurements were taken to track seasonal changes in the composition of MSW. For example, in spring, the content of organic waste was 17.0% and, in autumn, it reached 31.5% due to considerable consumption of seasonal vegetables and fruits. The share of paper in MSW changed from 21.4% in spring to 9.7% in autumn. More paper in spring is due to discarded student notebooks at the end of a school year, as well as spring household cleaning. These data indicate significant changes in waste composition during the year, which should be taken into account when planning technologies for waste management.
 Laboratory studies of moisture and ash content by season allowed the range of these changes to be determined. In autumn for instance, the moisture and ash content of organic waste was about 82% and 14%, respectively, while in winter, it was approximately 73% and 22%, respectively. These figures can be explained by the organic waste origin: autumn organic waste often comes from fruit pulp and, for example, watermelon peels, and winter organic waste tends to consist mostly of dry vegetable peels such as potato peelings.
 The low calorific value of certain components is based on their composition and the level of moisture and ash in different seasons. Therefore, it is important to take into account the moisture and ash content of individual components, not average values, in order to calculate the waste calorific value.
 MSW thermal characteristics change significantly over the seasons: the MSW moisture content is the highest in autumn (about 49%) and the lowest in winter (32%). The ash content in MSW ranges from 20% in spring and autumn to 27% in summer. The lowest calorific value per working mass in different seasons varies from 7 to 10 MJ/kg, which must be taken into consideration when developing waste management systems in general and when designing specific energy recovery facilities.

Kesadaran Beribadah Shalat Dhuhur Siswa Kelas X IPS dan Upaya Meningkatkannya di SMA Muhammadiyah 1 Palembang

This research is intended to describe the religious consciousness of the praying dhuhr of students and the attempt to elevate it. This method of research involves qualitative work. Research data obtained from an Islamic religious teacher and student notebooks. The data analysis technique used that classifies, combines, interprets, and concludes. The study yielded the following conclusions: 1. The religious consciousness of praying dhuhr of students X IPS class at Muhammadiyah school 1 of Palembang was divided into a) a student whose consciousness was very good/good, b) a student of sufficient self-awareness and c) students who had poor spiritual awareness and still needed much improvement. The factors of student awareness in worship are due to a) Internal factor that is the factor comes from within the student; b). external factors such as family, school factors, and community factors. 2. Teacher PAI's role in raising awareness of worship the dhuhr student prayer, which is: a) acts as a teacher; b). acts as a tutor; c) acts as a leader; d) played the scientist; e) acts as a link; f) acting as a renewal. The role is performed by teachers supported by way: a) breeding; b. motivation; c. example; d. awareness; and e. surveillance.

Educating Heads, Hands, and Hearts in the COVID-19 Classroom

Educating Heads, Hands, and Hearts in the COVID-19 Classroom

COMPLEXIDADE GENÉTICA E A EXPRESSÃO DA COR DA PELE, COR DOS OLHOS E ESTATURA HUMANA: TRANSPOSIÇÃO DIDÁTICA

A ciência Genética está em constante expansão; todavia, a genética ensinada na escola não pode ser considerada somente como uma simplificação do conhecimento produzido pela Ciência. Ela é também resultado de valores e práticas. Assim, o objetivo desta pesquisa foi analisar a transposição didática no que se que refere à expressão da cor da pele, cor dos olhos e estatura humana nos livros didáticos brasileiros e portugueses, bem como no Caderno do Aluno do Estado de São Paulo. Dos livros didáticos de Biologia para os diversos períodos do Ensino Médio brasileiro e Ensino Secundário português, foram analisadas doze coleções recentes: nove coleções brasileiras e três coleções portuguesas. O conteúdo dos livros foi comparado com o conhecimento da literatura de referência para a área da Genética. Neste estudo, foram considerados como literatura de referência alguns artigos científicos atuais e livros acadêmicos utilizados nos cursos de formação de professores. A influência de conhecimentos, valores e práticas sociais nesse processo de transposição didática foi também analisada. Os resultados apontam que a maioria dos livros analisados está próxima da referência ao falar sobre a determinação poligênica das características analisadas. Mais da metade dos materiais analisados menciona a influência do ambiente na determinação da cor da pele e da estatura. Foram também identificados valores e práticas que possivelmente influenciaram no processo de transposição didática desta temática, tais como: 1) a preocupação em evitar uma visão determinista da Genética; 2) a prática de matematizar a Biologia; 3) a prática dos autores em seguir orientações curriculares; 4) a prática e a preocupação com as avaliações de livros didáticos; e 5) a preocupação de evitar preconceitos em uma população composta por diferentes grupos étnicos.

Effect of Biology Module with Scientific Approach Equipped with a Glossary in Discovery Learning models Against Learning Competencies of Class X Students of SMAN 1 Pariaman

This study is based on the problems that exist in SMAN 1 Pariaman, namely: textbooks that are used have not involved students playing an active role in learning, the learning model that is applied is still monotonous, student notebooks are incomplete and textbooks used in schools are not yet available examples -example/images according to the demands of Basic Competence to clarify the material description. Efforts can be made is the application of biological modules with a scientific approach equipped with a glossary in discovery learning models on the competencies of students in Class X of SMAN 1 Pariaman.The purpose of this study was to determine the effect of biological modules with a scientific approach equipped with a glossary in discovery learning models on the competencies of students in Class X of SMAN 1 Pariaman. This study was a quasi-experimental study with a randomized posttest control group design. The study population was tenth-grade students of SMAN 1 Pariaman 2018/2019 academic year consisting of seven classes. The research sample was taken using a purposive sampling technique, the results of which were selected Class X MIPA 2 as the experimental class and Class X MIPA 3 as the control class.The results of data analysis found that the knowledge competency data was normal and not homogeneous, competency data on attitudes, and homogeneous and normal student skills. Hypothesis test results are known that knowledge competencies (7.06>1.67), attitude competence (0.76<1.67), and skill competencies (0.925<1.67), so it can be concluded that the biological module with a scientific approach is equipped The glossary in discovery learning models has a positive influence on students 'knowledge competencies but does not have a positive influence on the competency of students' attitudes and skills at SMAN 1 Pariaman.

Tributes to Allen McDaniels, MD 1942-2019

Tributes to Allen McDaniels, MD 1942-2019

Tipos de aprendizaje en la formación ciudadana y cívica de los estudiantes de quinto de secundaria de la I.E N°5177 “Alameda del Norte”. Puente Piedra. Lima 2019

La falta de formación en temas de educación cívica y ciudadanía se pone de manifiesto cada vez en las diferentes expresiones de falta de respeto, de control de las emociones, de convivencia, de participación honesta en los temas referentes a los procesos electorales, de participación social, de deliberación, de reflexión y apoyo afectivo. Por ello, las investigaciones respecto a los tipos de aprendizaje como las de organización, de ensayo de elaboración y comprensión en torno a las estrategias de convivencia a través de normas de convivencia, sociodramas, trabajo colaborativo y tándem, así como aquellas estrategias de deliberación, de participación y apoyo afectivo, resultan relevantes. El objetivo fue hallar las estrategias más aceptada por los estudiantes en la Formación Ciudadana y Cívica. Se utilizó el método deductivo, científico, analítico con enfoque cuantitativo y un diseño correlacional. En el estudio se utilizó como instrumento una encuesta propia del tema en el área de Formación Ciudadana y Cívica, así como cuaderno del alumno, estudio de referencias científicas.
 La población estuvo conformada por 56 estudiantes y se utilizó una muestra no probabilística, intencionada de todos los estudiantes de 5to. Grado de secundaria de la Institución Educativa N° 5177 “Alameda del Norte”. Luego de los análisis estadísticos se concluye que los tipos de estrategias más utilizadas por los estudiantes fueron las de convivencia y participación, mientras que la estrategia de deliberación mostró un menor porcentaje de aceptación estudiantil.

Negotiating science - building thematic patterns of the scientific concept sound in a Swedish multilingual lower secondary classroom

In this article we examine a teacher’s and multilingual students’ use of multiple resources and their potential for students’ meaning-making of sound and sound transmission. Students were 14–15 years old, Swedish grade 8, speaking Swedish as a second language. We examine how different strategies and multiple resources interact in creating thematic patterns in a multilingual science classroom. Data comprise 64 hours of video- and audio recordings, digital photos, field-notes, textbooks, worksheets and student notebooks. As analytical tools we use thematic development strategies, control and social interaction strategies as well as strategies of bridging multiple resources. In co-constructing the content using various resources, thematic patterns were developed through a continuous shift between everyday and scientific language due to the teacher’s awareness of the unit’s abstract and technical content. Findings also reveal that a strategy of control performed by the teacher marked the importance of using ‘physics words’. Strategies of social interaction accentuated by earlier experiences as well as personal and humorous connotations expressed in everyday language supported meaning-making. In addition, a number of multiple resources, such as models, gestures, bodily action, drawings, reading and writing were used.

An investigation of preservice mathematics teachers' teaching processes about "procedural and conceptual knowledge" related to division with fractions

In this study, the changes in the behaviors of elementary mathematics teacher candidates towards teaching “Procedural and Conceptual Knowledge” related to division with fractions were investigated during a three-tier teaching experiment. Six preservice teachers participated in the study. In addition, in the first cycle, 26 students participated in the study, and 26 students participated in the second cycle. The data of the study consists of camera recordings, interviews, lesson plans prepared by preservice teachers and pictures of student notebooks. Themes, categories, and some criteria were generated from the data. The presentation of the findings was supported by the data collected from these various sources, and the triangulation method was used to validate findings. As a result of the study, we observed a decrement in the amount of time that preservice teachers used for rule based teaching and an increment in the amount of time for teaching meaningful mathematics.

Implementing Dialogic Gatherings in TESOL teacher education

ABSTRACT Purpose: This article reports the implementation of a series of Dialogic Gatherings (DGs), a course component in the education of pre-service secondary-education TESOL teachers in Spain. DGs are a successful educational action based on the reading and discussion of books and academic works, which leads to a dialogic construction of knowledge among participants. Design/methodology/approach: Our case study involved seven students, enrolled on a Master's Degree in Secondary Education, with a specialisation in teaching English. Information was gathered during 10 DG sessions and from initial and final reports and student notebooks, as well as from the trainer's observations. Findings: The findings suggested that DGs engaged participants in a critical understanding of the teaching-learning process of English as a Foreign Language, assisting their teacher identity construction process. In addition, the findings pointed both to the reading of scientific sources and to the dialogic methodology as key inputs for the promotion of critically responsive practices for Teaching English to Speakers of Other Languages (TESOL). Originality/value: This exploratory study illustrates the relevance of providing future teachers with meaningful opportunities to reflect upon and to build critical knowledge through the dialogic reading of primary scientific sources as part of the TESOL process.

Iceland as a therapeutic landscape: white wilderness spaces for well-being

Therapeutic landscapes are reputed to have a lasting repute for realizing healing. Traditional therapeutic landscapes have recognized natural environments as often sought after places for well-being. Such places promote wellness via their close encounter with nature, facilitating relaxation and restoration, and enhancing a combination of physical, mental, and spiritual healing. The physical environment of Iceland is explored through a case study approach, primarily employing data from the field notebooks of post-secondary students travelling in Iceland, as well as the authors’ ethnographic field experience in Iceland. Iceland is examined using both a traditional understanding of therapeutic landscapes, as well as the contemporary understanding of the coloured landscape. In addition to the colour white, reflected in the glacial ice, moving water, and geo-thermal steams, black and various other colours in combination are discussed.

Product Development of a Student Notebook in an Industry-University Collaboration 2

Product Development of a Student Notebook in an Industry-University Collaboration 2

The Effect of Biology Module with Scientific Approach Equipped with a Glossary in Discovery Learning Model Against Learning Competencies of Class X Students of SMAN 1 Pariaman

This study is based on the problems that exist in SMAN 1 Pariaman, namely: textbooks that are used have not involved students playing an active role in learning, the learning model that is applied is still monotonous, student notebooks are incomplete and textbooks used in schools are not yet available example or images according to the demands of basic competencies to clarify the material description. Efforts can be made is the application of biological modules with a scientific approach equipped with a glossary in Discovery Learning models on the competencies of students in Class X of SMAN 1 Pariaman.The purpose of this study was to determine the effect of biological modules with a scientific approach equipped with a glossary in Discovery Learning models on the competencies of students in Class X of SMAN 1 Pariaman. This study was a quasi-experimental study with a randomized posttest control group design. The study population was tenth-grade students of SMAN 1 Pariaman 2018/2019 academic year consisting of seven classes. The research sample was taken using a purposive sampling technique, the results of which were selected Class X MIPA 2 as the experimental class and Class X MIPA 3 as the control class.The results of data analysis found that the knowledge competencies data was normal and not homogeneous, competencies data on attitudes skill are homogeneous and normal. Hypothesis test results are known that knowledge competencies (7,06>1,67), attitude competencies (0,76<1,67), and skill competencies (0,93<1,67), so it can be concluded that the biological module with a scientific approach is equipped a glossary in Discovery Learning models has a positive influence on students' knowledge competencies but does not have a positive influence on the competencies of students' attitudes and skills at SMAN 1 Pariaman.

JOSEPH HENRY AND GEOLOGY AT PRINCETON

ABSTRACT The first documented geology lectures at Princeton were given in 1825 by John Finch (circa 1790–circa 1835), an English visitor to the United States. In the 1830s, John Torrey (1796–1873) delivered a few geology and mineralogy lectures at the College of New Jersey (now Princeton University), but Joseph Henry (1797–1878), Professor of Natural Philosophy at the College of New Jersey from 1832 to 1848, introduced the first repeated geology course. In the 1830s, the College of New Jersey instituted a handful of short courses on topics outside of the regular curriculum. Geology was assigned to Henry, owing to his geological experience with Amos Eaton (1776–1842) along the recently opened Erie Canal. Henry taught geology for the first time in August 1841, repeated the course in 1843, 1846, and 1847, and probably also in 1844, 1845, 1850, and 1851. Henry typically focused on geophysical aspects of Earth, such as internal heat and Laplace's nebular hypothesis. He also discussed the geologic time scale from Primitive to Alluvium and Diluvium with descriptions of rock types and fossil content of each group. The final lecture was normally devoted to paleontology. Henry relied on Eaton and Edward Hitchcock (1793–1864) for much of his information and took advantage of published cross-sections to explain structural features. The content and timing of the various offerings is reconstructed from Henry's various lecture notes, dated correspondence, and three student notebooks. The impact of Henry's course on students, himself, and the Smithsonian Institution is evaluated.

The analysis of Student- and Teacher-Centered Pedagogic Processes in Science Classes Using Student Notebooks

The analysis of Student- and Teacher-Centered Pedagogic Processes in Science Classes Using Student Notebooks

Expanding pronunciation instructional time beyond the classroom: Microsoft Office 2016 OneNote Class Notebook as an interactive delivery platform

Like other performance‐based subjects such as theater or music, pronunciation is heavily time‐dependent because students need plentiful opportunities to receive input, practice skills, and get coaching and feedback from their teachers. When the Language Education and Partnerships Intensive English Program at Wright State University offered a short‐term, campus/community adult ESL pronunciation course, the course planner/teacher chose Microsoft's Office 2016 OneNote Class Notebook (ONCN) program to compensate for time and availability issues common to adult learners that would interfere with their characteristic desires to see substantial progress as they engage in personally significant activities in a low‐stress environment. ONCN's capacity for handling multiple data types, providing individualized content, and delivering multiple computer‐assisted pronunciation technologies on demand increased the flexibility and efficiency of delivering content, practice opportunities, and teacher–student interaction. Digital class notebooks were created, consisting of a content library to maintain reference and course materials, a collaboration space for cooperative learning activities, and individual student notebooks containing weekly assignments and individualized materials and practice opportunities. Students could also make audio and video recordings of themselves for teacher and self‐assessment and submit scripts to receive model recordings from the teacher. This article details how teachers can create and use course notebooks with ONCN to expand pronunciation learning opportunities.

Supporting ELLs’ Use of Hybrid Language and Argumentation During Science Instruction

ABSTRACTTo bridge the gap for English language learners (ELLs) in science, hybrid language affords the opportunity for students to communicate through various modes, including natural language, visual representations, mathematical expressions, and manual-technical operations. The purpose of this study was to investigate how ELLs use hybrid language (a) to demonstrate their knowledge of science and (b) to engage in argumentation. ELLs participated in a summer enrichment program that integrated language, inquiry-based investigations on erosion, and mathematics. The research team qualitatively assessed 15 student notebooks to trace students’ growth in science content as demonstrated by the integration of all 4 modes and the presence of argumentation with embeddedness. The results revealed that 8th-grade ELLs increased their use of each mode of hybrid language over time to communicate their understanding of erosion. As expected, some students integrated all modes of hybrid language more frequently than other students. In addition, argumentation became more evident toward the end of the experience as students used claims and evidence. Students who connected their written claims with visual representations (embeddedness) tended to construct stronger arguments than those who did not make connections between text and visuals. Implications for classroom practices and teacher preparation are discussed.

Forming shared inquiry structures to support knowledge building in a grade 5 community

This study explores the reflective processes by which a grade 5 science community co-constructed shared inquiry structures to focus and guide its inquiry about human body systems over a school year supported by a collaborative online environment. The co-constructed structures included a list of collective wondering areas as the shared focus of inquiry and models of the inquiry process in the form of “research cycle.” Qualitative analyses of field notes, classroom videos, student notebooks and interviews elaborate the evolution of the inquiry areas and the “research cycle” model as well as students’ adaptive use of the structures to guide deeper inquiry. Content analyses of students’ individual research questions and collaborative online discourse indicate that students used the structures to develop more advanced inquiry and make productive contributions. The results contribute to elaborating a reflective structuration approach to co-organizing and sustaining long-term, open-ended inquiry in knowledge building communities.

Teaching English Language at SSC Level in Private Non-Elite Schools in Pakistan: Practices and Problems

<em>English language is taught as a compulsory subject up to graduate level in Pakistani educational system. Despite studying English for over 14 years, majority of students coming from non-elite schools, lack required command in English language skills to pursue their higher education and professional careers. With this background in mind, the current research focused on teaching English reading and writing skills and the problems faced while teaching these skills at Secondary School Certificate (SSC) level in private non-elite schools in Karachi. The sample of the study comprised 20 SSC level students, 12 SSC level English language teachers of non-elite private schools and 5 student notebooks. Data were collected through open-ended questionnaires, group interviews and notebook analysis. Data were examined using thematic analysis. The findings revealed that teaching English language reading practices include reading the text aloud, translating the chapter, providing the central idea and meanings of difficult words to the students. The major problems faced by the teachers in teaching reading skills are learners’ lack of interest in reading, lack of concentration and low reading comprehension skills. The study also revealed practices of teaching writing skills such as provision of model texts and relevant vocabulary items. The major problems while teaching writing skills are lack of pre-writing activities, learners’ deficient command over vocabulary, grammar, spellings and punctuation, lengthy syllabus and limited time.</em>

The Marginalization of Astrology in Seventeenth-Century Scotland

As evidenced by student notebooks, astrology was a core component of the university curriculum in Scotland until the late seventeenth century. Edinburgh University Library catalogues document that purchases of astrology books peaked in the 1670s. By 1700, however, astrology’s place in academia had been irrevocably lost. The reasons for this abrupt elimination include changes in natural philosophy as scholastic ideas and texts were shed and Cartesianism, Copernicanism, Newtonianism and the experimental and observational methods were adopted. The changing identity of astrological practitioners also played a major role, as did the personal animosity of influential individuals like the mathematician and astronomer David Gregory.