A Guided Inquiry laboratory to enhance students’ understanding of the Law of Mechanical Energy Conservation

This study investigated tenth grade Bhutanese students’ understanding of the law of mechanical energy conservation. A low-cost hands-on model developed using locally available materials designed as an integral part of a guided inquiry laboratory was used as intervention. A single-group pretest-posttest research design was employed. The instruments used to explore the students’ conceptual understanding and views and attitudes were 13 two-tier multiple-choice items and 20 close-ended Likert-based items, respectively. The study also examined the students’ views and attitudes toward a guided inquiry laboratory and the effectiveness of a hands-on model through a semi-structured interview protocol. The data was analysed by calculating the mean, standard deviation, and t-test. The paired-sample t-test indicated a significant enhancement of students’ conceptual understanding due to the intervention of the guided inquiry laboratory from pretest (M=12.59, SD=3.28) to posttest [M=21.39, SD=3.07), t(99) = – 52.14,

Introduction and Testing about Development the Technology-Based EIGEC Models to Enhance Student Learning Outcomes

The purpose of this study was to introduce technology-based EIGEC models and implement these models into the learning process in the classroom. This research was quasi-experimental, using a pre-test-post-test control group design. The research sample consisted of two classes with different treatments. Each course was selected randomly, with the number of students who were the object of the trial being as many as 36 in each class. The data collection technique used an instrument test and was analyzed descriptively and inferentially. The T-test was used in inferential analysis to determine how the model’s implementation and impact on learning outcomes were affected. The analysis found that the technology-based EIGEC model contributed 0.59 to improving learning outcomes compared to conventional models (0.39), based on the results of the N-gain value. The five stages of the technology-based EIGEC were (1) engagement, (2) introduction, (3) guidance, (4) execution, and (5) conclusion. From the analysis results, the technology-based EIGEC model can be an example of a model used to support learning in the classroom

Using process algebra to develop predator-prey models of within-host parasite dynamics

As a first approximation of immune-mediated within-host parasite dynamics we can consider the immune response as a predator, with the parasite as its prey. In the ecological literature of predator-prey interactions there are a number of different functional responses used to describe how a predator reproduces in response to consuming prey. Until recently most of the models of the immune system that have taken a predator-prey approach have used simple mass action dynamics to capture the interaction between the immune response and the parasite. More recently Fenton and Perkins (2010) employed three of the most commonly used functional response terms from the ecological literature. In this paper we make use of a technique from computing science, process algebra, to develop mathematical models. The novelty of the process algebra approach is to allow stochastic models of the population (parasite and immune cells) to be developed from rules of individual cell behaviour. By using this approach in which individual cellular behaviour is captured we have derived a ratio-dependent response similar to that seen in previous models of immune-mediated parasite dynamics, confirming that, whilst this type of term is controversial in ecological predator-prey models, it is appropriate for models of the immune system

Blended Engineering Design Process Learning Activities for Secondary School Students during COVID-19 Epidemic: Students’ Learning Activities and Perception

This study aims to present the teaching and learning activities of Engineering Design Processes (EDP) to secondary school students. The proposed teaching technique used was blended learning, which integrated group activities based on online learning and individual hands-on activities through independent study at home. The context of COVID-19 medical mask protection was used in comparison to the current situation. In order to test the effectiveness of the proposed learning activities, a single-group pretest–posttest design was employed to explore (a) the students’ perceptions of their problem-solving confidence before and after they underwent the proposed learning technique and (b) students’ perceptions of the designed course. After they had finished the 4 weeks of learning activities, the students were asked to complete the Students’ Perception on Problem-Solving Skill Questionnaire (SPPSS) and the Students’ Perception towards the Proposed Blended Engineering Design Process learning activities Questionnaire (SPBEDP) in order to gauge how confident they felt in their ability to solve problems and how they felt about the proposed course. There were 30 seventh-grade students enrolled in this course. An increase in the level of problem-solving confidence was found in the students after they were subjected to the proposed activities. Moreover, the students mentioned that, based on the proposed activities, “Identify Problem and Need”, “Design a Solution”, and “Developing Prototype” are the Engineering Design Process learning steps they enjoyed most since they were the steps in which they could use their creativity, and they were hands-on, fun, easy, challenging, and provided them with an opportunity to choose issues in which they are interested