Student perceptions of the hybrid learning practicum Qualitative Analysis Protein based Constructivism Needham's 5-phase

This study aims to determine student perceptions of hybrid learning practicum on the topic of qualitative analysis protein-based constructivism Needham's 5-phase. This study uses a quantitative descriptive method. Perception assessment is carried out by referring to 3 dimensions of perception consisting of 4 perception indicators, namely Perception of lecturers, perception of the teaching and learning process, perception of the social environment, and perception of assessment. Data was collected using online questionnaires via google form to students taking biochemistry practicum courses using purposive sampling technique. The results showed that the perception of lecturers obtained a perception level of 74%, the perception of the teaching and learning process was 79%, the perception of the social environment was 81%, and the perception of the assessment was 78%. The percentage of the average perception level was 78%, indicating the feasibility or success of the hybrid learning practicum of qualitative analysis protein based on Needham's five-phase constructivism. Overall, it can be concluded that students' perceptions of the hybrid learning practicum on the topic of qualitative analysis protein based on constructivism Needham's five-phase got the level of perception in the good categor

Sustainable clothing: challenges, barriers and interventions for encouraging more sustainable consumer behaviour

Research with consumers has revealed limited awareness of the sustainability impact of clothing (Goworek et al., 2012). Semi-structured interviews conducted with a range of experts in sustainable clothing to increase understanding of the challenges for sustainable clothing revealed that a focus on sustainability alone will not drive the necessary changes in consumers’ clothing purchase, care and disposal behaviour for three reasons: (i) clothing sustainability is too complex; (ii) consumers are too diverse in their ethical concerns; and (iii) clothing is not an altruistic purchase. The findings identify the challenges that need to be addressed and the associated barriers for sustainable clothing. Interventions targeting consumers, suppliers, buyers and retailers are proposed that encourage more sustainable clothing production, purchase, care and disposal behaviour. These interventions range from normalising the design of sustainable clothing and increasing the ease of purchase, to shifting clothes washing norms and increasing upcycling, recycling and repair

Chronic wasting disease as a model for the development of risk communication using the mental models approach

Using chronic wasting disease (CWD) as a model for risk communication development using the mental models approach, this dissertation examines: 1) how published CWD risk communications compare to expert recommendations; 2) whether the experts and members of relevant stakeholder groups agree upon the information that should be included in these communications; and 3) what lessons we can learn from including previously unstudied stakeholder groups in this research. We developed a theoretical expert model based upon an extensive review of the CWD literature and convened a CWD expert workshop to develop an actual expert model. We compared these models to selected CWD risk communications from both states with, and without, CWD. We administered surveys to and conducted interviews with STEM graduate students and farmers and rural landowners in North-Central Iowa to ascertain their knowledge and perspectives on CWD. Contrary to expectations, there was widespread dissimilarity between the two expert models, even though some of the reviewed literature for the theoretical model was authored by the convened experts. Also, the absence or presence of CWD in a jurisdiction seemed to have little bearing on the quality of CWD risk communications. We anticipated between-group differences in stakeholder perspectives, but were surprised by the starkness of these differences and that these differences were found regardless of which stakeholder group the participant was affiliated with so long as he or she was a hunter or regular venison consumer. Our results suggest that a centralized authority for public health related CWD risk communications might be appropriate and that future research could focus on including larger numbers of stakeholders and other previously unstudied, but relevant, stakeholder groups

Getting to the Why: Exploring Early Career Physical Science Teachers\u27 Discourse and Assessment Practices.

Formative assessment, or assessment for learning, is an essential component of the interactions between teachers and learners. Teachers elicit statements of understandings to decide their next instructional steps. Similarly, students communicate what they know, and apply teachers’ responses. Formative assessment is as much assessment as discourse; teachers use both to determine and respond to student needs. When teachers use formative assessments effectively, they can guide student understanding, extend discussions, probe for deeper meanings, and provide feedback. Formative assessment provides an understanding of how students are growing (or struggling), which teachers can use to adjust instruction. Frequent formative assessment is strongly linked to student learning and is an indicator of adaptive teaching. Because of its importance for learning, formative assessment practices are emphasized in national teacher preparation standards. Therefore, it is important to understand how beginning teachers use discourse and assessment as part of formative assessment. Understanding supports and obstacles teachers encounter will help identify and address specific subject matter and pedagogical knowledge for development in teacher education and professional development programs. The purpose of this study was to identify and describe assessment and discourse practices where early career teachers showed strengths and to illuminate areas in which they encountered challenges. Data sources include classroom observation data, coded to measure alignment with inquiry-based practices, of six beginning physical science teachers. Additionally, teaching self-efficacy survey data, in-field course hours and GPA were extracted from a larger, longitudinal data set, collected by a calibrated research team, of which I was a member. I collected data from teaching beliefs interviews, classroom observations and video recordings, cognitive interviews, stimulated-recall interviews using video recordings, artifacts from teacher education program assignments, and post-study member-checking interviews. These teachers showed strengths in inquiry-aligned discourse practices and confidence in using questions, and encountered challenges in assessing prior knowledge, adapting instruction, and providing opportunities for student reflection. This study includes explorations of two third-year science teachers’ assessment and discourse practices, using a model developed by Bell and Cowie (2001), and documents how one physical science teacher developed and used an assessment plan to support student learning in a diverse urban school. Advisor: Dr. Elizabeth B. Lewi

Organic chemistry preconceptions and their correlation to student success

When general chemistry students register for organic chemistry, they often have a negative connotation associated with the topic. It has been observed that students talk as if they are experts in what organic chemistry is and exactly how hard it is when many of them have had very little background on the subject. Some students do not even know what topics organic chemistry encompasses. By establishing a framework of where their preconceptions come from and what they are, instructors, will have a better understanding of how to address preconceptions when beginning an organic chemistry course, or perhaps even before. Furthermore, relationships can be investigated between students\u27 preconceptions and their success in organic chemistry. This mixed methods study was designed to investigate what preconceptions were found surrounding organic chemistry, the source of the preconceptions, and the association with student success. Results of this study indicate there are no significant correlations between students\u27 preconceptions and their success in organic chemistry. There may however, be other underlying factors bridging their preconceptions and success. In addition to the qualitative results, quantitative chi-square and regression statistics will be discussed and presented

An exploration of multimedia programs in the teaching of photosynthesis

This thesis investigates the effectiveness of two multimedia programs in delivering an understanding of the light - dependent reaction of photosynthesis. One program, Cells and Energy, was adaptive, whilst the other, Photosynthesis Explorer, was interactive (a practical simulation). To inform the value of these different designs an empirical study was conducted. Ten pairs of participants were allocated to use one or other of the programs. During their use and with the researcher's support, members of each pair attempted to learn about the light-dependent reaction. Whilst doing so, audio and visual data were captured to provide information as to participants' and researcher's activities related to this learning process. Each participant's understanding was determined by matched pairs tests - as a pre-test and as immediate and delayed post-tests. The programs generated a highly significant difference (p Photosynthesis Explorer group took about three times as long to deliver this equivalent effect. By employing Laurillard's Discourse Model for evaluating events, which were recorded during the programs' use, this research provided evidence of the importance of feedback as scaffolding and support in delivering knowledge and understanding. The recorded, as well as test, data revealed misconceptions. Their effects on learning were complex as were cognitive conflict episodes arising from them, whose resolution was multifaceted

Executing and Teaching Science--the Breast Cancer Genetics and Technology-Rich Curriculum Professional Development Studies of a Science Educator

This dissertation presents my explorations in both molecular biology and science education research. In study one, we determined the ADIPOQ and ADIPORI genotypes of 364 White and 148 Black BrCa patients and used dominant model univariate logistic regression analyses to determine individual SNP and haplotype associations with tumor or patient characteristics in a case-case comparison. We found twelve associations between individual SNPs and patient or tumor characteristics that impact BrCa prognosis. For example, the ADIPOQ rs1501299 C allele was associated with ER+ tumors (OR=4.73, p=0.001) among White women \u3e50 years of age at their time of diagnosis. Also, the A allele was more frequent in the Black patient population among whom more aggressive subtypes are common. Similarly, the ADIPORI rs12733285 T allele was associated with both PR+ and ER+ tumors. (OR=2.18 p=0.001; OR=1.88 p=0.019, respectively). Our data suggest that several polymorphisms individually or as specific ADIPOQ and ADIPOR1 haplotypes are associated with tumor characteristics that impact prognosis in BrCa patients. Thus, genotyping additional groups of patients for these SNPs could offer insight into the involvement of adiponectin signaling allele variance in BrCa outcomes. In our second study, we examined 1) how teachers\u27 beliefs about themselves and their students influence the fidelity of implementation of their enactment of a technology-rich curriculum, and 2) how professional development support during the enactment leads to changes in teacher beliefs. From the analysis of two teachers\u27 experiences through interviews, surveys, journal entries, and video recordings of their enactments, several different themes were identified. For example, teachers\u27 beliefs regarding students\u27 ability to learn using the curriculum influenced the fidelity of implementation and student learning. These observations led to the development of a model of professional development that would promote faithful implementation. This model included teaching of content knowledge, practice with the technology, modeling of classroom management skills, and reflective feedback of enactments in formal and informal environments. The implications of these findings are discussed in relation to professional development programs and curriculum designs seeking to institutionalize the practices of scientists in schools with a high level of fidelity of implementation

High school chemistry students\u27 learning of the elements, structure, and periodicity of the periodic table: contributions of inquiry-based activities and exemplary graphics

The main research question of this study was: How do selected high school chemistry students\u27 understandings of the elements, structure, and periodicity of the Periodic Table change as they participate in a unit study consisting of inquiry-based activities emphasizing construction of innovative science graphics? The research question was answered using a multiple case study/mixed model design which employed elements of both qualitative and quantitative methodologies during data collection and analyses. The unit study was conducted over a six-week period with 11th-grade students enrolled in a chemistry class. A purposive sample of six students from the class was selected to participate in interviews and concept map coconstruction (Wandersee & Abrams, 1993) periodically across the study. The progress of the selected students of the case study was compared to the progress of the class as a whole. The students of the case study were also compared to a group of high school chemistry students at a comparative school. The results show that the students from both schools left traditional instruction on the periodic table (lecture and textbook activities) with a very limited understanding of the topic. It also revealed that the inquiry-based, visual approach of the unit study helped students make significant conceptual progress in their understanding of the periodic table. The pictorial periodic table (which features photographs of the elements), used in conjunction with the graphic technique of data mapping, enhanced students understanding of the patterns of the physical properties of the elements on the periodic table. The graphic technique of compound mapping helped students learn reactivity patterns between types and groups of elements on the periodic table. The recreation of the periodic table with element cards created from the pictorial periodic table helped students progress in their understanding of periodicity and its key concepts. The Periodic Table Literacy Rubric (PTLR) proved to be a valuable tool for assessing students’ conceptual progress, and helped to identify a critical juncture in the learning of periodicity. In addition, the PTLR rubric\u27s historical-conceptual design demonstrates how the history of science can be used to inform today\u27s science teaching

System Modeling: An Exploratory Study Of Engineering Students’ Conceptual Knowledge And Problem-Solving Skills

System modeling (SM) instructional strategy, an application of system thinking (ST), canbe used as an instructional approach to help students develop SM skills and deepen their understanding of subject matter (Hung, 2009). Mechanical engineering students have difficulty applying gained knowledge in real-world contexts and are reportedly underprepared for workplace challenges (Kirkpatrick et al., 2011; Warsame, 2017). This study explored the efficacy of system modeling (SM) instructional strategy in a mechanical engineering course. Specifically, the study sought to understand students’ perceptions and experiences with the use of system modeling in enhancing their conceptual knowledge and problem-solving skills. This study employed a qualitative inquiry approach to understand engineering students’ experience and perceptions of the use of system modeling. A purposeful sampling technique was utilized to recruit mechanical engineering students to participate in the study. Semi-structured interviews and students’ artifacts including problem solving survey and causal modeling diagrams, were used to explore and gain an in-depth understanding of students’ experiences with the use of system modeling (SM) instructional approach. The findings indicated promising effects of the SM approach on students’ learning outcomes. Seven major themes emerged from the in-depth interviews conducted to gain insights into students’ experiences. These themes included: problem diagnosis, interconnection and interdependency, linearity, external representation of causal relationship, wholeness and decision making, organize problem-solving approach, and systematic and forward-thinking process. Students’ artifacts and data presented in this study supported their positive experiences using the SM approach. The problem solving inventory PSI survey responses indicated that most of the participants believed the SM approach affected their perceived problem-solving skills, especially their approach-avoidance style. Furthermore, the model diagram analysis suggested that all participants showed moderate system thinking skills after the SM instructional strategy. This current study provides insight and understanding about SM instructional strategy effectiveness and how it can help enhance student learning outcomes. Exploring the impact of SM on student learning experiences is important not only because it could provide alternative instruction to the traditional methods, but also to inform instructors of its potential benefit of undergraduate education instruction. Furthermore, the current study could serve as a guide for instructors on how to implement the SM instructional strategy in a mechanical engineering curriculum