The contribution of laboratory work to general education

1935 ◽  
Vol 12 (11) ◽  
pp. 524 ◽  
Author(s):  
H. I. Schlesinger
Author(s):  
Nasser S. Almzidi ◽  
Ali H. Al Shuaili

This study aims at identifying the impact of using Simulation programs on acquiring physics concepts, and development of lab activity skills. The sample consisted of (54) female students in grade 11 in the General Education at schools in Al-Batinah North Governorate. The sample was divided into two groups: The experimental group (n=28) that studied physics using simulation, and the control group (n=26) that studied the same material but using the traditional method of teaching. To achieve the study aims three tools were prepared: The Physics Concepts Test, the Laboratory Work Skills Test, and Laboratory Work Skills Observation Card. After conducting the tests before and after the study treatment, and observing the student while working on the experiments, the study results showed that no statistical differences was indicated between the experimental group and the control group in terms of gain of physics concepts, and all lab activity skills. In addition, the results of the Laboratory Work Skills Observation Card showed that simulation programs made the student make most of the lab activity skills. In view of the findings of the study, some suggestions and recommendations were proposed for future research.


2020 ◽  
pp. 58-64
Author(s):  
D. M. Nazarov ◽  
D. B. Kovtun

The article describes a methodology for teaching the technology of constructing a geoinformation model using MS Excel. This methodology is built taking into account the Federal State Educational Standard of Secondary General Education and the requirements provided for in the implementation of the approximate educational program of the course "Informatics" along the line "Modeling and Formalization". The authors proposed a laboratory work, within which the students, firstly, learn the new capabilities of the MS Excel package, associated with the use of Power Query and 3D Maps technologies; secondly, they get the initial skills in processing "raw" data in real time; thirdly, they learn the modeling process, in fact, without going beyond the competence of the school informatics course. In general, the laboratory work describes the technology of geoinformation modeling of real processes and has great variability, and therefore can be easily adapted for research and visualization of other updated data. The format for describing the methodology for performing laboratory work is presented in the form of the traditional Key-by-Key technology, which is widely used in obtaining professional competencies in the field of information technology.


2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.


2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.


2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.


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