Research on the Application of Computational Materials Science in Undergraduate Teaching

In this paper, by taking first-principles software as examples, we apply computational materials science to the teaching process of undergraduates majoring in physics, chemistry and materials. We pay attention to the connection between theoretical research and experimental models, makes the abstract principle intuitive and dynamic, and facilitates students’ understanding of knowledge, a deep understanding of the structure of materials and the relationship between theoretical properties and macro properties, which can greatly enhance students’ initiative and creativity in participating in teaching activities. To a great extent, this has played a role of computational simulation as a bridge between theoretical teaching and experimental teaching to continue to explore the complementary relationship between computational simulation, theoretical teaching and experimental teaching, build a teaching model for the application and design ability training of materials and chemistry talents

Application of Virtual Simulation Technology in Theory and Experiment Teaching of Air Pollution Control Engineering

Virtual reality technology provides great convenience for humans to explore the macro and micro worlds due to its extremely realistic experience, and it will be seen in all walks of life in the future. This paper focuses on the analysis of the current situation of virtual simulation technology in the teaching application of air pollution control engineering theory teaching and experimental teaching, as well as the advantages and disadvantages of application. Furthermore, the development and prospect of virtual simulation technology in air pollution control engineering theory and experimental teaching are summarized. Keywords: virtual simulation technology, air pollution control engineering, theoretical teaching, experimental teaching DOI: 10.7176/JEP/13-29-08 Publication date:October 31st 202

Application of BOPPPS teaching method combined with online teaching in community nursing (Higher Vocational) teaching

BACKGROUND: in order to deal with the problems existing in the current community nursing teaching, the teaching design of BOPPPS teaching method combined with online teaching was explored. Research methods: with 2021 nursing students as the experimental group and 20 corresponding professional students as the control group, the BOPPPS teaching mode combined with online teaching was implemented in the theoretical teaching of the experimental group, and the fi nal examination scores and questionnaires were taken as the research results, and the scores were compared with those of grade 20. Results: the fi nal score of the experimental group and students’ professional recognition of community nurses were signifi cantly higher than those of the teaching control group. Conclusion: the implementation of BOPPPS online hybrid teaching mode in the teaching of community nursing course can eff ectively guide students’ learning and obtain students’ recognition

Improvement of teaching methods of theoretical component of physical education (wıth the application of author teaching techniques) in the context of improving the level of social health of students of the special medical group

The purpose of the study is to substantiate and experimentally verify the effectiveness of the teaching method of the theoretical component of physical education with the use of author's methods of teaching in the context of increasing the level of social health of students of a special medical group. The following diagnostic tools were chosen: “value orientations” questionnaire (M. Rokich) “need for achievement questionnaire” (Y. B. Orlov). It was established that in real practice, with the traditional method of teaching theoretical material on physical education in a special medical group, mostly inefficient teaching methods are used, which do not involve students in active, creative activities in the class. Students of the control group (n = 156), students of the experimental group (n = 159) took part in the experimental work. Study of the dynamics of the levels of formation of the motivation of students of the special medical group to increase their own level of social health shows the significant advantages of the experimental group over the control group, which, in turn, confirms the effectiveness of the teaching method of the theoretical component of physical education. The use of the Pearson 2 test made it possible to find out that at the final control stage (after the end of the experiment) the differences between the distributions of the control and experimental groups are statistically significant (p<0,001)

A web-based teaching/learning environment to support collaborative knowledge construction in design

A web-based application has been developed as part of a recently completed research which proposed a conceptual framework to collect, analyze and compare different design experiences and to construct structured representations of the emerging knowledge in digital architectural design. The paper introduces the theoretical and practical development of this application as a teaching/learning environment which has significantly contributed to the development and testing of the ideas developed throughout the research. Later in the paper, the application of BLIP in two experimental (design) workshops is reported and evaluated according to the extent to which the application facilitates generation, modification and utilization of design knowledge

Designing experiments using digital fabrication in structural dynamics

In engineering, traditional approaches aimed at teaching concepts of dynamics to engineering students include the study of a dense yet sequential theoretical development of proofs and exercises. Structural dynamics are seldom taught experimentally in laboratories since these facilities should be provided with expensive equipment such as wave generators, data-acquisition systems, and heavily wired deployments with sensors. In this paper, the design of an experimental experience in the classroom based upon digital fabrication and modeling tools related to structural dynamics is presented. In particular, all experimental deployments are conceived with low-cost, open-source equipment. The hardware includes Arduino-based open-source electronics whereas the software is based upon object-oriented open-source codes for the development of physical simulations. The set of experiments and the physical simulations are reproducible and scalable in classroom-based environments.Peer ReviewedPostprint (author's final draft

The teacher as action researcher : Using technology to capture pedagogic form

The paper argues that we make best use of learning technologies if we begin with an understanding of educational problems, and use this analysis to target the solutions we should be demanding from technology. The focus is to address the issue from the perspective of teachers and lecturers – the 'teaching community', and to consider how they could become the experimental innovators and reflective practitioners who will use technology well. Teachers could become 'action researchers', collaborating to produce their own development of knowledge about teaching with technology. For this to be possible, they must be able to share that knowledge, and the paper proposes the use of an online learning activity management system (LAMS) as a way of capturing and sharing the pedagogic forms teachers design. An action research approach, like all research, needs a theoretical framework from which to challenge practice, and paper shows how teachers could use the Conversational Framework to design and test an optimally effective learning experience. Examples of 'generic' learning designs illustrate how such approach can help the teaching community rethink their teaching, collectively, and embrace the best of conventional and digital methods. In this way they will be more likely to harness technology to the needs of education, rather than simply search for the problems to which the latest technology is a solution

In the Beginning: American Physics, the Kansas Science Education Standards, and the Attack on Scientific Cosmology

While the battle over teaching evolution in American public schools significantly predates the infamous 1925 Scopes, or \"Monkey,\" Trial, the battle over teaching physics has just begun. In August, 1999, the Kansas Board of Education voted to drop not only the theory of evolution from state science standards, but to remove the Big Bang theory of cosmic origins as well. It is important to view the Board\'s actions in the context of contemporary American culture, and its changing attitude toward physics. For much of the twentieth century, theoretical and experimental physics was viewed as good for American progress and essential to American defense. Now, however, the field is seen by an increasing number of Americans to be both irrelevant and a drain on the country\'s financial resources. Recognizing this shift is essential to understanding the new vulnerability of physics to proponents of creationism. Understanding why the shift is occurring is essential to any defense