K-means Clustering to Study How Student Reasoning Lines Can Be Modified by a Learning Activity Based on Feynman\u2019s Unifying Approach

Research in Science Education has shown that often students need to learn how to identify differences and similarities between descriptive and explicative models. The development and use of explicative skills in the field of thermal science has always been a difficult objective to reach. A way to develop analogical reasoning is to use in Science Education unifying conceptual frameworks. In this paper we describe a 20-hour workshop focused on Feynman\u2019s Unifying Approach and the two-level system. We measure its efficacy in helping undergraduate chemical engineering students explain phenomena by applying an explanatory model. Contexts involve systems for which a process is activated by thermally overcoming a well-defined potential barrier. A questionnaire containing six open-ended questions was administered to the students before instruction. A second one, similar but focused on different physical content was administered after instruction. Responses were analysed using k-means Cluster Analysis and students\u2019 inferred lines of reasoning about the analysed phenomena were studied. We conclude that students reasoning lines seem to have clearly evolved to explicative ones and it is reasonable to think that the Feynman Unifying Approach has favoured this change

Augmented lectures: Benefits of supporting physics teaching with the theatre

Young generations are less and less interested in studying STEM subjects. For this reason, numerous studies have strongly suggested a change in the methods scientific knowledge is developed in the learners, through the use of alternative and more creative strategies. In recent decades a strong interaction between scientific subjects and the arts has been established by means of theatre. The objective is to bring science to students and the public in ways that are engaging, instructive, artistic and, always, content-driven: the medium is the arts; the message is the joy of science. When we talk about Physics in a theatre show, are we only making a good dissemination or are we also transmitting contents and changing the nature of science view of the audience? In order to address this question, after the augmented lecture titled "There are no things inside things", we invited the audience to answer both to a closed-answer survey about the performance and to an open-ended questionnaire focused on the theme "what is understanding?", in terms of physics contents and NoS view. In this contribution, we analyze and discuss the answers provided by the people who have attended the augmented lecture. The analysis of the answers shows that the performance was appreciated as an example of showmanship in facing the wide-range cultural message of physics

Evaluating the Effectiveness of Modelling-Oriented Workshops for Engineering Undergraduates in the Field of Thermally Activated Phenomena

Two 20-h modelling-based workshops focused on the explanation of ther- mally activated phenomena were held at the University of Palermo, Italy, during the Academic Year 2014\u20132015. One of them was conducted by applying an inquiry-based approach, while the other, still based on laboratory and modelling activities, was not focused on inquiry. Seventy-two students belonging to the Undergraduate Program for Chemical Engineering attended the two workshops. The related content was focused on an \ue0 la Feynman unifying approach to thermally activated phenomena. Question- naires were administered to the students of both groups, before and post instruction. Responses were analysed using k-means cluster analysis and students\u2019 inferred lines of reasoning about the description and explanation of phenomena were studied in both groups. We find that both workshops can be considered effective in improving student\u2019s reasoning skills. However, the inquiry-based approach revealed to be more effective than the traditional one in helping students to build mechanisms of func- tioning and explicative models and to identify common aspects in apparently different phenomena

Gene gun-mediated DNA vaccination enhances antigen-specific immunotherapy at a late preclinical stage of type 1 diabetes in nonobese diabetic mice

Type 1 diabetes (T1D) is characterized by the T cell mediated destruction of the insulin producing β cells. Antigen-specific immunotherapies are used to selectively tolerize β cell-specific pathogenic T cells either directly, or indirectly through the induction of immunoregulatory T cells. A key concern of antigen-specific immunotherapy is exacerbating autoimmunity. We compared the T cell reactivity and efficacy induced by plasmid DNA (pDNA) encoding glutamic acid decarboxylase 65 (GAD65) administered via intramuscular versus gene gun vaccination in NOD mice at a late preclinical stage of T1D. Whereas intramuscular injection of pGAD65 promoted a predominant type 1 CD4(+) T cell response and failed to suppress ongoing β cell autoimmunity, gene gun vaccination preferentially induced IL-4 secreting CD4(+) T cells and significantly delayed the onset of diabetes. These findings demonstrate that gene gun delivery of autoantigen-encoding pDNA preferentially elicits immunoregulatory T cells and offers a safe, effective mode of pDNA vaccination for the treatment of T1D and other autoimmune diseases

Freshman Engineering’ Reasoning Strategies When Answering FCI Questions: A Case Study

Force Concept Inventory (FCI) is a questionnaire commonly used to assess students’ conceptual understanding of Newtonian Mechanics. We show that Cluster Analysis methods can be used to study student answers to FCI by finding their reasoning strategies on Newtonian Mechanics. Our analysis is performed to data obtained by a sample of freshman engineering students just at the beginning of their first General Physics course. The analysis takes into account the decomposition of the force concept into the conceptual dimensions suggested by test authors and successive researches. We identified groups of students with similar answering strategies, characterised by correct answers, as well as by non-correct answers showing student misconceptions/nonnormative conceptions. Such answering strategies give insights into the relationships between the student force concepts and their ability to describe and/or explain motions

Active Learning Methods and Strategies to Improve Student Conceptual Understanding: Some Considerations from Physics Education Research

Active learning methods and strategies are credited to be important means for development of student cognitive skills This paper describes some forms of active learning common in Physics Education and briefly introduces some of the pedagogical and psychological theories at the basis of active learning. Then, some evidence for active learning effectiveness in developing student critical cognitive skills and improving their conceptual understanding are examined. An example study regarding the effectiveness of an Inquiry-Based learning approach in helping students to build mechanisms of functioning and explicative models, and to identify common aspects in apparently different phenomena, is briefly discussed