Developing a predictive model for the enhanced learning outcomes by the use of technology

This paper reports on the initial outcomes of a study to develop a model to identify the relationship between technological facilities such as iPad, MacBook, Apps and software etc., pedagogy (that can be defined as any conscious activity by one person designed to enhance learning in another (Watkins and Mortimore, 1999 [1])), curriculum and learning. The new model can be called CPT Model. This is a new area of study. The model will test the difference between the observed learning outcomes and the learning outcomes predicted. This model can predict the outcomes for assessing the students’ progress. Using a three-dimensional vector space in the form of 3D equations, after the integration between the ICT and the education, students’ observed and predicted progress (that was calculated using the CPT model) were compared. These rates were very close to each other. Therefore the null hypothesis, "there is not a significant difference between the observed (actual) and expected outcomes"

A content, pedagogy and technology [CPT] approach to TPACK

TPACK is a framework for the learning process in which educators combine Technological, Pedagogical and Content Knowledge to deliver the learning experience. Therefore, TPACK can be defined as a complex interaction between the technology, pedagogy and content. TPACK expresses the overlap between these factors in a two-dimensional space, placing TPACK at the centre. Educators can place their teaching episode within this space and ask, if I place my delivery at this point is it the best point in the TPACK space? Secondly educators may ask how can the best point within the space be determined? The CPT model proposes an attempt to address these questions by recasting TPACK as a three-dimensional pseudo-vector space allowing expected outcomes and observed outcomes to be analysed. For the study presented here our null hypothesis is: H0 = there is no significant difference between the observed and expected outcomes

Using the Sound Card as a Timer

Experiments in mechanics can often be timed by the sounds they produce. In such cases, digital audio recordings provide a simple way of measuring time intervals with an accuracy comparable to that of photogate timers. We illustrate this with an experiment in the physics of sports: to measure the speed of a hard-kicked soccer ball.Comment: 3 pages, 4 figures, Late

High-Tech Kit—The set of advanced activities from the MOSEM project

One of the most tangible outcomes of the MOSEM (Minds-On experimental equipment kits in Superconductivity and ElectroMagnetism for the continuing vocational training of upper secondary school physics teachers—LLPLdV-TOI-2007-NO/165.009) project is the set of advanced experiments—High-Tech Kit (HTK). The Kit contains the experiments, prototyped and tested among the project partners’ schools and teacher training institutions. The activities are combined with e-modules comprising videos, animations, and modeling as well as with new support material for teachers and teacher seminars. The paper briefly shows some of the HTK materials as appropriate use of real and virtual multimedia in physics teaching and learning. The authors discuss the process of setting up same of the experiments and illustrate activities with the results of measurements obtained within

Secondary school pupils' preferences for different types of structured grouping practices

The aim of this paper is to explore pupils’ preferences for particular types of grouping practices an area neglected in earlier research focusing on the personal and social outcomes of ability grouping. The sample comprised over 5,000 year 9 pupils (aged 13-14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (years 7 to 9). Pupils responded to a questionnaire which explored the types of grouping that they preferred and the reasons for their choices. The majority of pupils preferred setting, although this was mediated by their set placement, type of school, socio-economic status and gender. The key reason given for this preference was that it enabled work to be matched to learning needs. The paper considers whether there are other ways of achieving this avoiding the negative social and personal outcomes of setting for some pupils

Realism and the wave-function

Realism -- the idea that the concepts in physical theories refer to 'things' existing in the real world -- is introduced as a tool to analyze the status of the wave-function. Although the physical entities are recognized by the existence of invariant quantities, examples from classical and quantum physics suggest that not all the theoretical terms refer to the entities: some terms refer to properties of the entities, and some terms have only an epistemic function. In particular, it is argued that the wave-function may be written in terms of classical non-referring and epistemic terms. The implications for realist interpretations of quantum mechanics and on the teaching of quantum physics are examined.Comment: No figure

Quantum Theory contents insertion in High School curricula

A inovação científica e tecnológica do século XX foi esmagadora. Contudo, a nossa experiência docente permite-nos afirmar que as aprendizagens na escola secundária estão longe de acompanhar a evolução que se verifica na sociedade atual. No entanto, já estão a ser incluídos alguns conteúdos de Física Moderna nos currículos oficiais de vários países, parecendo evidenciar uma preocupação em atualizar a preparação dos jovens para o mundo que os rodeia. Neste artigo relatamos um estudo que fizemos acerca dos currículos de Física de alguns países, sobretudo no que diz respeito à Teoria Quântica, a grande invenção do século XX, tentando identificar os conteúdos selecionados e a maneira como estes se integram nas orientações curriculares gerais.In the XXth century, scientific and technological innovation has been overwhelming. Our teaching profession lead us to believe that studies in High Schools do not follow the evolution of ideas that characterizes our modern society. However, some contents of Modern Physics are already included in the official curricula of several countries, which seem to be worried about the improvement of today’s youth training. In this paper we report a study made about Physics’ curricula in several countries, emphasizing Quantum Theory issues, the biggest invention of the XXth century, trying to identify the selected subjects selected and the way they fit into general curricula orientations

Dose escalation of a curcuminoid formulation

BACKGROUND: Curcumin is the major yellow pigment extracted from turmeric, a commonly-used spice in India and Southeast Asia that has broad anticarcinogenic and cancer chemopreventive potential. However, few systematic studies of curcumin's pharmacology and toxicology in humans have been performed. METHODS: A dose escalation study was conducted to determine the maximum tolerated dose and safety of a single dose of standardized powder extract, uniformly milled curcumin (C(3 )Complex™, Sabinsa Corporation). Healthy volunteers were administered escalating doses from 500 to 12,000 mg. RESULTS: Seven of twenty-four subjects (30%) experienced only minimal toxicity that did not appear to be dose-related. No curcumin was detected in the serum of subjects administered 500, 1,000, 2,000, 4,000, 6,000 or 8,000 mg. Low levels of curcumin were detected in two subjects administered 10,000 or 12,000 mg. CONCLUSION: The tolerance of curcumin in high single oral doses appears to be excellent. Given that achieving systemic bioavailability of curcumin or its metabolites may not be essential for colorectal cancer chemoprevention, these findings warrant further investigation for its utility as a long-term chemopreventive agent

Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account

Grouping students by ‘ability’ is a topic of long-standing contention in English education policy, research and practice. While policy-makers have frequently advocated the practice as reflecting educational ‘standards’, research has consistently failed to find significant benefits of ‘ability’ grouping; and indeed has identified disadvantages for some (low-attaining) pupil groups. However, this research evidence has apparently failed to impact on practice in England. This article, contextualised by the authors’ interests in education and social inequality, seeks to do two things. First, it provides a brief analysis of the existing research evidence on the impact of ‘ability’ grouping, with particular reference to socio-economic inequality, identifying seven different explanations for the poorer progress of pupils in low sets that emerge from the literature. Second, it applies Foucaultian ‘analysis of discourse’ to propose potential explanations for the apparent lack of traction of existing research with policy and practice, arguing that practices of ‘ability grouping’ reflect cultural investments in discourses of ‘natural order’ and hierarchy, with particular resonance for the discursive and political habitus of middle-class parents. The authors postulate that investing in a powerful counter-discourse of enlightenment science, illustrated via their current randomised control trial of different approaches to pupil grouping, may offer a means to challenge hegemonic discourses that underpin current classroom practice