Technology-based Culturally Relevant Chemistry Education (CRCE)

The relevance of chemistry concepts and principles remains a challenge for most students enrolled in college chemistry courses. Part of this problem is the disconnect with what students experience in their every-day lives, and how the material, specifically chemistry content is presented via textbooks, lectures, and laboratory teaching. Moreover, the teaching of general chemistry has traditionally focused on traditional, instructor-centric expository delivery of course materials, that treats students as empty vessels devoid of prior knowledge. Students prior knowledge and experiences are crucial in shaping their understanding of scientific concepts and principles. Even students with relatively low expectations for success in science display more interest and better performance when provided opportunities to connect the relevance of science to their lives1, 2. Despite changes in the teaching and learning of chemistry as called for by the chemical education experts and researchers, Culturally Relevant Chemistry Education (CRCE) has remained a distant goal. This can be attributed to the lack of curricular materials to teach chemistry in a meaningful way. This study addressed this gap through the development of modules that emphasize the relevance of scientific (chemistry-based) practices from a cultural and traditional standpoint. The study presents details of a) rationale for, and the development of CRCE modules channeled as texts and videos b) piloting and revision of CRCE modules and c) implementation of CRCE modules in a general chemistry course and d) complete integration of modules in a large enrollment general chemistry survey course section. The study is informed by three theoretical frameworks namely Culturally Relevant Education (CRE) framework, Mayer’s cognitive theory of multimedia learning, and constructivism and social constructivism. Three research questions that focused on student academic performance, conceptual understanding, student attitudes towards the subject of chemistry, and motivation and self-regulation in science were answered for each stage to draw conclusions on the impact and effectiveness of modules. The study involved a sequential exploratory research design with emphasis on both qualitative and quantitative data collection and analysis to answer the research questions. At the beginning of study, a pilot study that tested the feasibility of newly designed modules integrating the cultural practices in the chemistry content was investigated. Piloting of CRCE modules focused on impacting student’s academic performance, conceptual understanding, attitudes in chemistry as well as motivation and self-regulation. Key findings from the piloting of the developed modules are presented. These findings indicate (a) CRCE modules that merge students own experience with the cultural practices of a place leading to meaningful learning, (b) students likely to improve in their academic performance and (c) student attitudes and motivation with science experiences a positive shift during the CRCE modules pilot efforts. Since general chemistry is a required course for programs in health sciences, agricultural sciences, and science related careers, the impact of implementing and integrating CRCE modules in lecture section of a general chemistry course on students’ academic performance, conceptual understanding, attitudes, and motivation and selfregulation was investigated. Results from implementation stage of CRCE study showed a significant impact of the implementation of CRCE on students’ academic performance, conceptual understanding, attitude, and motivation and self-regulation. Also, analysis from integration stage of CRCE modules indicated an improvement on academic performance, conceptual understanding, and motivation and self-regulation but there was some inconsistency in the impact of integrated CRCE modules on students’ attitudes. The inconsistency was rather related to the shift of teaching to online mode during the COVID pandemic and that the modules had maintained a positive impact on student attitudes

Proceeding: 3rd Java International Nursing Conference 2015 “Harmony of Caring and Healing Inquiry for Holistic Nursing Practice; Enhancing Quality of Care”, Semarang, 20-21 August 2015

This is the proceeding of the 3rd Java International Nursing Conference 2015 organized by School of Nursing, Faculty of Medicine, Diponegoro University, in collaboration with STIKES Kendal. The conference was held on 20-21 August 2015 in Semarang, Indonesia. The conference aims to enable educators, students, practitioners and researchers from nursing, medicine, midwifery and other health sciences to disseminate and discuss evidence of nursing education, research, and practices to improve the quality of care. This conference also provides participants opportunities to develop their professional networks, learn from other colleagues and meet leading personalities in nursing and health sciences. The 3rd JINC 2015 was comprised of keynote lectures and concurrent submitted oral presentations and poster sessions. The following themes have been chosen to be the focus of the conference: (a) Multicenter Science: Physiology, Biology, Chemistry, etc. in Holistic Nursing Practice, (b) Complementary Therapy in Nursing and Complementary, Alternative Medicine: Alternative Medicine (Herbal Medicine), Complementary Therapy (Cupping, Acupuncture, Yoga, Aromatherapy, Music Therapy, etc.), (c) Application of Inter-professional Collaboration and Education: Education Development in Holistic Nursing, Competencies of Holistic Nursing, Learning Methods and Assessments, and (d) Application of Holistic Nursing: Leadership & Management, Entrepreneurship in Holistic Nursing, Application of Holistic Nursing in Clinical and Community Settings

Determinants of foreign language classroom anxiety in a Japanese EFL university classroom and its relationship to native language use by students

This research was conducted to investigate foreign language classroom anxiety (FLCA) among Japanese college students taking English as a foreign language (EFL), focusing mainly on the relationship between FLCA and first language (L1) use in English task-based classes. Factors possibly affecting FLCA, such as gender, proficiency level, enthusiasm, self-confidence, and teacher-type preference, were also investigated to obtain a holistic picture. A cross-sectional research design with a mixed-methods approach (questionnaires, classroom observations and interviews) was adopted. Japanese EFL college students were found to have various degrees of FLCA. Overall, students with the highest anxiety levels were females (who felt stronger self-consciousness and peer pressure), beginners, and those who had poorer comprehension, showed less enthusiasm, studied less at home, spoke less English outside class, had lower self-confidence, took fewer risks, exhibited a higher desire to use Japanese in class, and preferred bilingual Japanese-native teachers (BJNT). However, even students who were enthusiastic about studying English sometimes had higher anxiety, which was considered to be facilitative in nature on the basis of the existing literature. Beginners wanted to use more L1 than advanced-level students for clarification, but advanced-level students also needed L1 for understanding difficult materials. Higher enthusiasm was important for reducing anxiety and increasing self-confidence. Interestingly, although higher self-confidence was important for reducing anxiety, higher proficiency, rather than higher self-confidence, affected the amount of L1 use by students. The finding that the more English students spoke outside class, the less anxious they became suggests that students need more practice speaking TL to decrease their anxiety. However, even students with higher enthusiasm who took optional classes sometimes wanted to use L1 in class. Qualitative observations lent support to quantitative findings and helped to explain a number of interesting phenomena. The implications and limitations of the study are discussed, together with suggestions for further research

Effects of an e-learning programme on osteopaths’ back pain attitudes: a mixed methods feasibility study

A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of Philosophy.i. Background Guidelines recommend the biopsychosocial (BPS) model for managing non-specific low back pain (NSLBP) but the best method for teaching this model is unclear. Printed material and face-to-face learning have limited effects on practitioners’ attitudes to back pain. An alternative way is needed and e-learning is a promising option. E-learning is becoming an important part of teaching, but little guidance is available to the osteopathic profession. ii. Purpose This study had four aims. First to assess the feasibility of running a main trial to test the effectiveness of an e-learning programme on the BPS model for NSLBP on experienced practitioners’ attitudes to back pain; secondly, to assess the acceptability of the e-learning programme and the use of the internet as a mode of CPD; thirdly to provide an effect size estimate; and finally to explore the participants’ views on the e-learning programme and its possible impact on their reported behaviour. iii. Methods First a scoping review of the BPS factors and assessment methods for NSLBP was conducted. It informed the content of an e-learning programme that was designed and developed, and informed by a behaviour change model and an e-learning developmental model. An explanatory mixed methods feasibility study was conducted: first, a pilot Randomised Controlled Trial (RCT) assessed experienced osteopaths’ attitudes before and after the intervention, using the Pain Attitudes and Beliefs Scale (PABS) and the Attitudes to Back Pain Scale for musculoskeletal practitioners (ABS-mp); then semi-structured interviews explored participants’ views on the e-learning programme and its possible impact on their reported practice behaviours. ii iv. Results 45 osteopaths, each with at least 15 years of experience consented to, and took part in, the study. The two trial arms were: a 6-week e-learning programme (intervention group) and a waiting-list group (control group). 9 participants were interviewed for the qualitative strand. The feasibility of conducting a main trial was good, the intervention was well accepted and the adherence to the intervention was good. An effect size estimate was calculated to inform sample size for a main trial. In the qualitative strand, participants’ views on the BPS model fell in with the themes of being Not structural enough, being Part of existing practice and being Transformative. v. Conclusion(s) This study provided new knowledge that had not been reported before in several areas:  how an e-learning programme for experienced manual practitioners should be developed,  a new intervention was reported (e-learning programme), including its design and acceptability,  osteopaths’ views on using the internet as a form of CPD,  information on the challenges faced in implementing a BPS approach

Motivation Modelling and Computation for Personalised Learning of People with Dyslexia

The increasing development of e-learning systems in recent decades has benefited ubiquitous computing and education by providing freedom of choice to satisfy various needs and preferences about learning places and paces. Automatic recognition of learners’ states is necessary for personalised services or intervention to be provided in e-learning environments. In current literature, assessment of learners’ motivation for personalised learning based on the motivational states is lacking. An effective learning environment needs to address learners’ motivational needs, particularly, for those with dyslexia. Dyslexia or other learning difficulties can cause young people not to engage fully with the education system or to drop out due to complex reasons: in addition to the learning difficulties related to reading, writing or spelling, psychological difficulties are more likely to be ignored such as lower academic self-worth and lack of learning motivation caused by the unavoidable learning difficulties. Associated with both cognitive processes and emotional states, motivation is a multi-facet concept that consequences in the continued intention to use an e-learning system and thus a better chance of learning effectiveness and success. It consists of factors from intrinsic motivation driven by learners’ inner feeling of interest or challenges and those from extrinsic motivation associated with external reward or compliments. These factors represent learners’ various motivational needs; thus, understanding this requires a multidisciplinary approach. Combining different perspectives of knowledge on psychological theories and technology acceptance models with the empirical findings from a qualitative study with dyslexic students conducted in the present research project, motivation modelling for people with dyslexia using a hybrid approach is the main focus of this thesis. Specifically, in addition to the contribution to the qualitative conceptual motivation model and ontology-based computational model that formally expresses the motivational factors affecting users’ continued intention to use e-learning systems, this thesis also conceives a quantitative approach to motivation modelling. A multi-item motivation questionnaire is designed and employed in a quantitative study with dyslexic students, and structural equation modelling techniques are used to quantify the influences of the motivational factors on continued use intention and their interrelationships in the model. In addition to the traditional approach to motivation computation that relies on learners’ self-reported data, this thesis also employs dynamic sensor data and develops classification models using logistic regression for real-time assessment of motivational states. The rule-based reasoning mechanism for personalising motivational strategies and a framework of motivationally personalised e-learning systems are introduced to apply the research findings to e-learning systems in real-world scenarios. The motivation model, sensor-based computation and rule-based personalisation have been applied to a practical scenario with an essential part incorporated in the prototype of a gaze-based learning application that can output personalised motivational strategies during the learning process according to the real-time assessment of learners’ motivational states based on both the eye-tracking data in addition to users’ self-reported data. Evaluation results have indicated the advantage of the application implemented compared to the traditional one without incorporating the present research findings for monitoring learners’ motivation states with gaze data and generating personalised feedback. In summary, the present research project has: 1) developed a conceptual motivation model for students with dyslexia defining the motivational factors that influence their continued intention to use e-learning systems based on both a qualitative empirical study and prior research and theories; 2) developed an ontology-based motivation model in which user profiles, factors in the motivation model and personalisation options are structured as a hierarchy of classes; 3) designed a multi-item questionnaire, conducted a quantitative empirical study, used structural equation modelling to further explore and confirm the quantified impacts of motivational factors on continued use intention and the quantified relationships between the factors; 4) conducted an experiment to exploit sensors for motivation computation, and developed classification models for real-time assessment of the motivational states pertaining to each factor in the motivation model based on empirical sensor data including eye gaze data and EEG data; 5) proposed a sensor-based motivation assessment system architecture with emphasis on the use of ontologies for a computational representation of the sensor features used for motivation assessment in addition to the representation of the motivation model, and described the semantic rule-based personalisation of motivational strategies; 6) proposed a framework of motivationally personalised e-learning systems based on the present research, with the prototype of a gaze-based learning application designed, implemented and evaluated to guide future work

Examining Interventions and Cognitive Load Factors in Online Learning Experiences

Since the beginning of the development of massive open online courses (MOOCs), these and other online learning environments have been considered as potential partial solutions to some persistent problems in higher education. These learning environments, while they have great educational value, have not been as effective as they could be, because they have largely been built with little or no foundation in the cognitive processes (e.g., the conversion of items from short-term to long-term memory) required for effective and efficient online learning. Many innovative online learning approaches are in development, such as personalized learning (learning experiences tailored to address particular information that students need) using adaptive learning systems (machine learning techniques used by computers to recommend materials). However, these approaches would also benefit from being grounded in cognitive theory to better reveal how learning occurs in these systems. Furthermore, crucial features of interventions in online learning, such as supplementary elements designed to fill in gaps or reinforce knowledge, have not been thoroughly examined in conjunction with the insights of cognitive theory and the concept of desirable difficulty (i.e., the notion that the addition of difficulty to a task can improve learning and increase retention). In this exploratory work, I experimentally examine five different types of interventions and their effects on undergraduate engineering students’ learning gains and experience. This study presents quantitative research along with detailed qualitative thematic analysis. Its objective is to provide critical insights into how to better design online learning environments and how we can create more effective interventions that promote students’ online learning gains. The research questions for this work are: (1) What factors in online learning environments affect learning gains (i.e., measured difference between post- and pre-test scores) for undergraduate engineering students?; (2) What factors in online learning environments affect the learning experience for undergraduate engineering students, and, specifically, what factors produce desirable difficulty?; and (3) What factors in online learning affect undergraduate engineering students’ self-reported memory? The experimental results, examined within the framework of cognitive theory, showed quantitatively that levels of frustration with interventions were correlated with learning gains while qualitative analysis results revealed instances that both confirmed and contradicted aspects of the quantitative results. A number of practical design guidelines emerged from the analysis: for example, in specific circumstances, one type of intervention is likely to be more effective than another, or that particular sorts of additional difficulties should be avoided. These recommendations may provide researchers with a better understanding of how to challenge students in more efficient and productive ways in online learning environments.PHDIndustrial & Operations EngineeringUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/162900/1/seokjook_1.pd

Critical Thinking Skills Profile of High School Students In Learning Science-Physics

This study aims to describe Critical Thinking Skills high school students in the city of Makassar. To achieve this goal, the researchers conducted an analysis of student test results of 200 people scattered in six schools in the city of Makassar. The results of the quantitative descriptive analysis of the data found that the average value of students doing the interpretation, analysis, and inference in a row by 1.53, 1.15, and 1.52. This value is still very low when compared with the maximum value that may be obtained by students, that is equal to 10.00. This shows that the critical thinking skills of high school students are still very low. One fact Competency Standards science subjects-Physics is demonstrating the ability to think logically, critically, and creatively with the guidance of teachers and demonstrate the ability to solve simple problems in daily life. In fact, according to Michael Scriven stated that the main task of education is to train students and or students to think critically because of the demands of work in the global economy, the survival of a democratic and personal decisions and decisions in an increasingly complex society needs people who can think well and make judgments good. Therefore, the need for teachers in the learning device scenario such as: driving question or problem, authentic Investigation: Science Processes