A Procedural Problem in Laboratory Teaching: Experiment and Explain, or Vice-Versa?

2006 ◽  
Vol 83 (1) ◽  
pp. 159 ◽  
Author(s):  
Pasl A. Jalil
Keyword(s):  
Teaching Experiment ◽  
Laboratory Teaching ◽  
Procedural Problem

Adaptive Level Control: A Laboratory Teaching Experiment

1985 ◽  
Vol 18 (5) ◽  
pp. 557-562
Author(s):  
P. Singstad ◽  
B. Foss ◽  
R. Henriksen
Keyword(s):  
Teaching Experiment ◽  
Level Control ◽  
Laboratory Teaching

A Laboratory Teaching Experiment about Analysis of Organic Pollutants from the Landfill Leachate by GC-MS

Daxue Huaxue ◽  
2016 ◽  
Vol 31 (10) ◽  
pp. 80-83
Author(s):  
Shu-Ping GE ◽  
◽  
◽  
Yun-Peng YAN ◽  
Xue-Jun QUAN
Keyword(s):  
Organic Pollutants ◽  
Landfill Leachate ◽  
Teaching Experiment ◽  
Laboratory Teaching

scholarly journals Factors affecting cyberloafing in computer laboratory teaching settings

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Sacip Toker ◽  
Meltem Huri Baturay
Keyword(s):  
Negative Attitudes ◽  
Computer Laboratory ◽  
Factors Affecting ◽  
Computer Lab ◽  
Student Demographics ◽  
Internet Skills ◽  
Laboratory Teaching ◽  
Convenience Sampling ◽  
Teaching Setting

AbstractThis correlational study investigated the factors affecting cyberloafing behavior in an educational environment, specifically that of a computer laboratory teaching setting. A total of 272 students selected using convenience sampling responded to a questionnaire that collected data about cyberloafing behavior and student demographics, personality type, sense of belonging, motivation, locus of control and teacher evaluation (respect, activities, communication, motivation) as well as computer lab teaching settings and norms. The results indicated that students in computer lab teaching settings cyberloaf mainly for socialization, followed by personal business and news follow-up. Males cyberloaf more frequently than females, especially for personal business and news follow-up. As students’ internet skills increase, so does their cyberloafing, particularly for personal business and socialization. A lack of instructor norms in computer lab lectures and student amotivation are also associated with increases in cyberloafing for personal business, whereas instructors’ respect for students and negative attitudes towards cyberloafing are associated with decreases in cyberloafing for socialization. This paper discusses the study findings in detail and makes recommendations for additional research.

scholarly journals Roman Numerals in Spanish Primary Education

2021 ◽  
pp. 1-5
Author(s):  
Alberto Regagliolo
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Ad Hoc ◽  
Learning Experience ◽  
Teaching Experiment ◽  
Modern Age ◽  
Latin Language ◽  
Concrete Objects ◽  
Positive Results

Abstract This article illustrates the importance of teaching Roman numerals, a component of a Latin language programme, as part of a Maths curriculum in a Spanish primary school. The aim is to contextualise the topic with concrete examples, supported by ancient Roman objects such as the milestone. The author discusses the relevance of a more integrated cross-curricular lesson to teach Roman numerals so that students better understand their use and make comparisons between ancient Roman and more modern traditions and culture, and to understand Roman influences on the modern age. Lastly, the author describes a teaching experiment in a Spanish primary school using some ad hoc materials to fulfil the aim of the study. The study outlines the positive results of integrating Roman numerals within the Maths lesson and shows that the students gained a richer and more valuable learning experience as they made reference to the concrete objects.

A Proposed Instructional Theory for Integer Addition and Subtraction

2012 ◽  
Vol 43 (4) ◽  
pp. 428-464 ◽  
Author(s):  
Michelle Stephan ◽  
Didem Akyuz
Keyword(s):  
Number Line ◽  
Teaching Experiment ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Instructional Theory ◽  
Education Theory ◽  
Addition And Subtraction ◽  
Support Students ◽  
Grade Classroom ◽  
Viable Model

This article presents the results of a 7th-grade classroom teaching experiment that supported students' understanding of integer addition and subtraction. The experiment was conducted to test and revise a hypothetical learning trajectory so as to propose a potential instructional theory for integer addition and subtraction. The instructional sequence, which was based on a financial context, was designed using the Realistic Mathematics Education theory. Additionally, an empty, vertical number line (VNL) is posited as a potentially viable model to support students' organizing their addition and subtraction strategies. Particular emphasis is placed on the mathematical practices that were established in this setting. These practices indicate that students can successfully draw on their experiences with assets, debts, and net worths to create meaning for integer addition and subtraction.

scholarly journals Cournot Competition and Hit-and-Run Entry and Exit in a Teaching Experiment

2006 ◽  
Vol 37 (4) ◽  
pp. 418-430 ◽  
Author(s):  
Simon Gächter ◽  
Christian Thöni ◽  
Jean-Robert Tyran
Keyword(s):  
Teaching Experiment ◽  
Cournot Competition ◽  
Entry And Exit ◽  
Hit And Run

Laboratory Teaching

Science ◽  
1892 ◽  
Vol ns-20 (494) ◽  
pp. 53-54
Author(s):  
William P. Mason
Keyword(s):  
Laboratory Teaching
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