247 research outputs found
Review of Pioneers of Quantum Chemistry
There is little doubt that reading books other than textbooks represents an important component of maintaining knowledge for many chemistry educators. Nonetheless, with 30 or more books a year being produced by the ACS Symposium Series alone, how can choices be made about what merits reading time? Certainly, the presentation of current research trends that might influence the chemistry taught in courses represents one metric, but there are many additional worthy books. In terms of potential teaching treasures to be mined, time spent reading history of science presents a strong possibility
Applying a resources framework to analysis of the Force and Motion Conceptual Evaluation
We suggest one redefinition of common clusters of questions used to analyze
student responses on the Force and Motion Conceptual Evaluation (FMCE). Our
goal is to move beyond the expert/novice analysis of student learning based on
pre-/post-testing and the correctness of responses (either on the overall test
or on clusters of questions defined solely by content). We use a resources
framework, taking special note of the contextual and representational
dependence of questions with seemingly similar physics content. We analyze
clusters in ways that allow the most common incorrect answers to give as much,
or more, information as the correctness of responses in that cluster.
Furthermore, we show that false positives can be found, especially on questions
dealing with Newton's Third Law.Comment: 13 pages, 7 figures, submitted to Phys. Rev. ST Phys. Educ. Res;
Revised: 12 pages, 9 figures, submitted to Phys. Rev. ST Phys. Educ. Res.,
altered content and focu
MP-12 virus containing the clone 13 deletion in the NSs gene prevents lethal disease when administered after Rift Valley fever virus infection in hamsters
Classtalk: A Classroom Communication System for Active Learning
This pdf file is an article describing the advantages of using Classtalk technology in the classroom to enhance classroom communication. Classtalk technology cab facilitate the presentation of questions for small group work, collec the student answers and then display histograms showing how the class answered. This new communication technology can help instructors create a more interactive, student centered classroom, especially when teaching large courses. The article describes Classtalk as a very useful tool not only for engaging students in active learning, but also for enhancing the overall communication within the classroom. This article is a selection from the electronic Journal for Computing in Higher Education. Educational levels: Graduate or professional
Alpha-Amino-Beta-Carboxy-Muconate-Semialdehyde Decarboxylase Controls Dietary Niacin Requirements for NAD+ Synthesis
NAD+ is essential for redox reactions in energy metabolism and necessary for DNA repair and epigenetic modification. Humans require sufficient amounts of dietary niacin (nicotinic acid, nicotinamide, and nicotinamide riboside) for adequate NAD+ synthesis. In contrast, mice easily generate sufficient NAD+ solely from tryptophan through the kynurenine pathway. We show that transgenic mice with inducible expression of human alpha-amino-beta-carboxy-muconate-semialdehyde decarboxylase (ACMSD) become niacin dependent similar to humans when ACMSD expression is high. On niacin-free diets, these acquired niacin dependency (ANDY) mice developed reversible, mild-to-severe NAD+ deficiency, depending on the nutrient composition of the diet. NAD deficiency in mice contributed to behavioral and health changes that are reminiscent of human niacin deficiency. This study shows that ACMSD is a key regulator of mammalian dietary niacin requirements and NAD+ metabolism and that the ANDY mouse represents a versatile platform for investigating pathologies linked to low NAD+ levels in aging and neurodegenerative diseases
Magical attachment: Children in magical relations with hospital clowns
The aim of the present study was to achieve a theoretical understanding of several different-age children's experiences of magic relations with hospital clowns in the context of medical care, and to do so using psychological theory and a child perspective. The method used was qualitative and focused on nine children. The results showed that age was important to consider in better understanding how the children experienced the relation with the hospital clowns, how they described the magical aspects of the encounter and how they viewed the importance of clown encounters to their own well-being. The present theoretical interpretation characterized the encounter with hospital clowns as a magical safe area, an intermediate area between fantasy and reality. The discussion presented a line of reasoning concerning a magical attachment between the child and the hospital clowns, stating that this attachment: a) comprised a temporary relation; b) gave anonymity; c) entailed reversed roles; and d) created an emotional experience of boundary-transcending opportunities
Online and clicker quizzing on jargon terms enhances definition-focused but not conceptually focused biology exam performance
Mastery of jargon terms is an important part of student learning in biology and other science, technology, engineering, and mathematics domains. In two experiments, we investigated whether prelecture quizzes enhance memory for jargon terms, and whether that enhanced familiarity can facilitate learning of related concepts that are encountered during subsequent lectures and readings. Undergraduate students enrolled in neuroanatomy and physiology courses completed 10-minute low-stakes quizzes with feedback on jargon terms either online (experiment 1) or using in-class clickers (experiment 2). Quizzes occurred before conventional course instruction in which the terms were used. On exams occurring up to 12 weeks later, we observed improved student performance on questions that targeted memory of previously quizzed jargon terms and their definitions relative to questions on terms that were not quizzed. This pattern occurred whether those questions were identical (experiment 1) or different (experiment 2) from those used during quizzing. Benefits of jargon quizzing did not consistently generalize, however, to exam questions that assessed conceptual knowledge but not necessarily jargon knowledge. Overall, this research demonstrates that a brief and easily implemented jargon-quizzing intervention, deliverable via Internet or in-class platforms, can yield substantial improvements in students\u27 course-relevant scientific lexica, but does not necessarily impact conceptual learning
Effects of Keeping Animals as Pets on Children's Concepts of Vertebrates and Invertebrates
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Classification of Chemical Substances using Particulate Representations of Matter: An analysis of student thinking
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