1,635 research outputs found
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Solved! Making the case for collaborative problem-solving
This report argues that the ability to solve problems with others is a crucial skill for our young people in the workplace of the future but the current education system does little to support it. Key findings Collaborative problem-solving (CPS) is an increasingly important skill to teach young people in order to prepare them for the future. Despite strong evidence for its impact, CPS is rarely taught in schools but if structured well it can reinforce knowledge and improve attainment. Significant barriers exist for teachers implementing this practice, from behaviour management to curriculum coverage, to task-design. For CPS to gain ground, a concerted shift is needed including teacher training, better resources and system level support. This report is part of Nestaâs ongoing commitment to equipping young people with the skills they need to succeed. It makes a series of recommendations on how organisations and policymakers can help support and embrace the implementation of CPS. Nesta is following this up with a series of small-scale pilots of aligned programmes in order to evaluate impact and explore how CPS can be implemented in a range of practical settings. Policy recommendations Stimulate production of quality collaborative problem-solving (CPS) resources and training, from primary education onwards. Fund existing, aligned programmes to scale and evaluate impact. Educate and involve the out-of-school learning sector and volunteer educators. Develop smarter collaborative problem-solving assessment methods. Help higher education organisations and MOOCs to track what works
Systematic Review of STEM Attitude Measures
The aim of this review was to identify measurement tools used to assess studentsâ attitudes towards science, technology, engineering, and/or mathematics (STEM) in publications, and evaluate their usefulness and appropriateness based on reported psychometric properties. Researchers look to also evaluate the content/subject area coverage as well as the attitude construct coverage of identified measures. Electronic databases were searched for peer-reviewed articles that utilized a STEM attitude measurement tool with elementary or high school students. Publications were examined for reported psychometric properties of tools and the quality of each measure was evaluated using the psychometric grading framework (PGF). A total of 104 STEM attitude measures were identified within the literature. Many (n = 83) identified measures lacked pertinent reliability and/or validity data and could not be evaluated using the PGF within the current review. Fifteen measures were evaluated, with eleven receiving the highest overall grade of âGoodâ using the PGF
Re-Architecting the NASA Wire Derating Approach for Space Flight Applications
Mr. Steve Rickman, NASA Technical Fellow for Passive Thermal, proposed a pathfinder study to develop an apparatus for wire and wire bundle thermal testing to measure their performance, and to support development of thermal analytical models. Development of such capability would enable wire and wire bundle amperage capacity. The goal of this study was to assess the feasibility of developing physics-based and regression thermal models of single wires and wire bundles. This report contains the outcome of the NESC assessment
Critical Team Composition Issues for Long-Distance and Long-Duration Space Exploration: A Literature Review, an Operational Assessment, and Recommendations for Practice and Research
Prevailing team effectiveness models suggest that teams are best positioned for success when certain enabling conditions are in place (Hackman, 1987; Hackman, 2012; Mathieu, Maynard, Rapp, & Gilson, 2008; Wageman, Hackman, & Lehman, 2005). Team composition, or the configuration of member attributes, is an enabling structure key to fostering competent teamwork (Hackman, 2002; Wageman et al., 2005). A vast body of research supports the importance of team composition in team design (Bell, 2007). For example, team composition is empirically linked to outcomes such as cooperation (Eby & Dobbins, 1997), social integration (Harrison, Price, Gavin, & Florey, 2002), shared cognition (Fisher, Bell, Dierdorff, & Belohlav, 2012), information sharing (Randall, Resick, & DeChurch, 2011), adaptability (LePine, 2005), and team performance (e.g., Bell, 2007). As such, NASA has identified team composition as a potentially powerful means for mitigating the risk of performance decrements due to inadequate crew cooperation, coordination, communication, and psychosocial adaptation in future space exploration missions. Much of what is known about effective team composition is drawn from research conducted in conventional workplaces (e.g., corporate offices, production plants). Quantitative reviews of the team composition literature (e.g., Bell, 2007; Bell, Villado, Lukasik, Belau, & Briggs, 2011) are based primarily on traditional teams. Less is known about how composition affects teams operating in extreme environments such as those that will be experienced by crews of future space exploration missions. For example, long-distance and long-duration space exploration (LDSE) crews are expected to live and work in isolated and confined environments (ICEs) for up to 30 months. Crews will also experience communication time delays from mission control, which will require crews to work more autonomously (see Appendix A for more detailed information regarding the LDSE context). Given the unique context within which LDSE crews will operate, NASA identified both a gap in knowledge related to the effective composition of autonomous, LDSE crews, and the need to identify psychological and psychosocial factors, measures, and combinations thereof that can be used to compose highly effective crews (Team Gap 8). As an initial step to address Team Gap 8, we conducted a focused literature review and operational assessment related to team composition issues for LDSE. The objectives of our research were to: (1) identify critical team composition issues and their effects on team functioning in LDSE-analogous environments with a focus on key composition factors that will most likely have the strongest influence on team performance and well-being, and 1 Astronaut diary entry in regards to group interaction aboard the ISS (p.22; Stuster, 2010) 2 (2) identify and evaluate methods used to compose teams with a focus on methods used in analogous environments. The remainder of the report includes the following components: (a) literature review methodology, (b) review of team composition theory and research, (c) methods for composing teams, (d) operational assessment results, and (e) recommendations
Retrieval-, Distributed-, and Interleaved Practice in the Classroom:A Systematic Review
Three of the most effective learning strategies identified are retrieval practice, distributed practice, and interleaved practice, also referred to as desirable difficulties. However, it is yet unknown to what extent these three practices foster learning in primary and secondary education classrooms (as opposed to the laboratory and/or tertiary education classrooms, where most research is conducted) and whether these strategies affect different students differently. To address these gaps, we conducted a systematic review. Initial and detailed screening of 869 documents found in a threefold search resulted in a pool of 29 journal articles published from 2006 through June 2020. Seventy-five effect sizes nested in 47 experiments nested in 29 documents were included in the review. Retrieval- and interleaved practice appeared to benefit studentsâ learning outcomes quite consistently; distributed practice less so. Furthermore, only cognitive Student*Task characteristics (i.e., features of the studentâs cognition regarding the task, such as initial success) appeared to be significant moderators. We conclude that future research further conceptualising and operationalising initial effort is required, as is a differentiated approach to implementing desirable difficulties
2019 Oklahoma Research Day Full Program
Oklahoma Research Day 2019 - SWOSU
Celebrating 20 years of Undergraduate Research Successes
An Investigation Of The Effects Of Using Digital Flash Cards To Increase Biology Vocabulary Knowledge In High School Students With Learning Disabilities
The field of science education, specifically biology, is becoming more challenging due to richer and more rigorous content demands. Along with new demands is the emergence of National Common Core Standards and End of Course Exams. Despite these changes, one factor remains consistent: As content knowledge increases, language demands also increase. For students with learning disabilities (LD), specifically those with language-based disabilities, the increasing vocabulary demand can lead to failure due not to a lack of understanding biology but the vocabulary associated with the content. In an attempt to impact high school students with learning disabilitiesâ success in biology, a vocabulary intervention was investigated. Research suggests as more and more content is compressed into science courses, teachers are looking toward technology to assist with vocabulary mastery. The current research study examined the effects of a digital flash card intervention, Study Stack, versus a paper flash card intervention in biology for students with LD by measuring studentsâ word knowledge and overall biology course achievement. Findings from repeated measures ANOVA showed a statistically significant increase on both the vocabulary assessment as well as the course grades in biology over time. However, the test of between effects considering card type yielded no differential change on vocabulary assessment and course grades in biology. Based on qualitative data, students interviewed liked the tool and found it to be helpful in learning biology terminology
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