اشترك بالحزمة الذهبية واحصل على وصول غير محدود شمرا أكاديميا
تسجيل مستخدم جديدSecondary implementation of interactive engagement teaching techniques: Choices and challenges in a Gulf Arab context
203
0
0.0
(
0
)
اسأل ChatGPT حول البحث
ﻻ يوجد ملخص باللغة العربية
We report on a Collaborative Workshop Physics instructional strategy to deliver the first IE calculus-based physics course at Khalifa University, UAE. To these authors knowledge, this is the first such course on the Arabian Peninsula using PER-based instruction. A brief history of general university and STEM teaching in the UAE is given. We present this secondary implementation (SI) as a case study of a novel context and use it to determine if PER-based instruction can be successfully implemented far from the cultural context of the primary developer and, if so, how might such SIs differ from SIs within the US. With these questions in view, a pre-reform baseline of MPEX, FCI, course exam and English language proficiency data are used to design a hybrid implementation of Cooperative Group Problem Solving. We find that for students with high English proficiency, normalized gain on FCI improves from <g> = 0.16+/-0.10 pre- to <g> = 0.47+/-0.08 post-reform, indicating successful SI. We also find that <g> is strongly modulated by language proficiency and discuss likely causes. Regardless of language skill, problem-solving skill is also improved and course DFW rates drop from 50% to 24%. In particular, we find evidence in post-reform student interviews that prior classroom experiences, and not broader cultural expectations about education, are the more significant cause of expectations at odds with the classroom norms of well-functioning PER-based instruction. This result is evidence that PER-based innovations can be implemented across great changes in cultural context, provided that the method is thoughtfully adapted in anticipation of context and culture-specific student expectations. This case study should be valuable for future reforms at other institutions, both in the Gulf Region and developing world, facing similar challenges involving SI of PER-based instruction outside the US.
قيم البحث
اقرأ أيضاً
Quantum computing is a technology that promises to offer significant advantages during the coming decades. Though the technology is still in a prototype stage, the last few years have seen many of these prototype devices become accessible to the publ
ic. This has been accompanied by the open-source development of the software required to use and test quantum hardware in increasingly sophisticated ways. Such tools provide new education opportunities, not just for quantum computing specifically, but also more broadly for quantum information science and even quantum physics as a whole. In this paper we present a case study of one education resource which aims to take advantage of the opportunities: the open-source online textbook `Learn Quantum Computation using Qiskit. An overview of the topics covered is given, as well as an explanation of the approach taken for each.
Collaboration among students is fundamental for knowledge building and competency development. Nonetheless, the effectiveness of student collaboration depends on the extent that these interactions take place under conditions that favor commitment, tr
ust, and decision-making among those who interact. The sanitary situation and the transition to remote teaching has added new challenges for collaboration given that students interactions are mediated by Information and Communication Technologies (ICTs). In this study we explore the effectiveness of different collaborative relationships on physics and mathematics, from a sample of secondary students from two schools located in rural and urban areas in southern Chile. We used Social Network Analysis (SNA) to map students friendships relations, academic prestige, and collaboration on both courses. Later we combined the collaboration network with friendship and academic prestige on the course, to separate strong from weak friendship working ties, and those among students who enjoy or not academic prestige. Multiple linear regression models showed, on average, positive effects of collaboration on grades. Yet, when isolating the effects of the types of collaboration, the positive effects are observed only between those who display more strong friendship ties. Also, we found differences on the social networks and their effects over grades between both courses, presumably due to their pedagogical nature. With these results we contribute to the literature of collaboration and its effectiveness based on the nature of students relationships, and advocate for the importance of instructional design in fostering appropriate motivations and guidelines for constructive collaboration in the classroom.
Rules of origin (ROO) are pivotal element of the Greater Arab Free Trade Area (GAFTA). ROO are basically established to ensure that only eligible products receive preferential tariff treatment. Taking into consideration the profound implications of R
OO for enhancing trade flows and facilitating the success of regional integration, this article sheds light on the way that ROO in GAFTA are designed and implemented. Moreover, the article examines the extent to which ROO still represents an obstacle to the full implementation of GAFTA. In addition, the article provides ways to overcome the most important shortcomings of ROO text in the agreement and ultimately offering possible solutions to those issues.
Teaching assistants (TAs) are often responsible for grading in introductory physics courses at large research universities. Their grading practices can shape students approaches to problem solving and learning. Physics education research recommends g
rading practices that encourage students to provide evidence of understanding via explication of the problem-solving process. However, TAs may not necessarily grade in a manner that encourages students to provide evidence of understanding in their solutions. Within the context of a semester-long TA professional development course, we investigated whether encouraging TAs to use a grading rubric that appropriately weights the problem-solving process and having them reflect upon the benefits of using such a rubric prompts TAs to require evidence of understanding in student solutions. We examined how the TAs graded realistic student solutions to introductory physics problems before they were provided a rubric, whether TAs used the rubric as intended, whether they were consistent in grading similar solutions, and how TAs grading criteria changed after discussing the benefits of a well-designed rubric. We find that many TAs typically applied the rubric consistently when grading similar student solutions but did not require students to provide evidence of understanding. TAs written responses, class discussions, and individual interviews suggest that the instructional activities involving the grading rubrics in this study were not sufficient to change their grading practices. Interviews and class discussions suggest that helping TAs value a rubric that appropriately weights the problem-solving process may be challenging partly due to the TAs past educational experiences and the departmental context.
Knowledge of quantum mechanical systems is becoming more important for many science and engineering students who are looking to join the emerging quantum workforce. To better prepare a wide range of students for these careers, we must seek to develop
new tools to enhance our education in quantum topics. We present initial studies on the use of one of these such tools, Quantum Composer, a 1D quantum simulation and visualization tool developed for education and research purposes. In particular, we conducted five think-aloud interviews with students who worked through an exercise using Quantum Composer that focused on the statics and dynamics of quantum states in single- and double-harmonic well systems. Our results show that Quantum Composer helps students to obtain the correct answers to the questions posed, but additional support is needed to facilitate the development of student reasoning behind these answers. In addition, we find that students explore familiar and unfamiliar problems in similar ways, indicating that Quantum Composer is a useful tool for exploring systems that students have not seen before.
سجل دخول لتتمكن من نشر تعليقات
التعليقات
جاري جلب التعليقات
سجل دخول لتتمكن من متابعة معايير البحث التي قمت باختيارها
