scholarly journals Flipped Classroom and Aronson´s Puzzle: a Combined Evaluation in the Master´s Degree in Preuniversitary Teaching

2021 ◽  
Vol 22 ◽  
pp. e23617
Author(s):  
Carlos Lázaro-Carrascosa ◽  
Isidoro Hernán-Losada ◽  
Daniel Palacios-Alonso ◽  
Ángel Velázquez-Iturbide
Keyword(s):  
Cooperative Learning ◽  
Programming Languages ◽  
Vocational Training ◽  
Flipped Classroom ◽  
The Other ◽  
First Year ◽  
Group Practice ◽  
Web Pages ◽  
The Subject ◽  
Second Year

This article presents a double evaluation carried out in the subject Complements for disciplinary training II: Computing, corresponding to the Master's degree teacher training in secondary education, baccalaureate, vocational training and languages taught by the Universidad Rey Juan Carlos. The students of the subject had to learn how to prepare simple web pages, using HTML, CSS and JavaScript programming languages. To this end, the flipped classroom technique was used to present the necessary contents, combined with the adaptation of Aronson's cooperative learning puzzle technique, used to carry out a group practice that reflected the knowledge acquired. It is worth mentioning, as a complement to the two techniques used, the use of an adapted assessment rubric, which was provided to the students at the beginning of the teaching block. The evaluation was carried out during two consecutive academic years, 2018/2019 and 2019/2020. There were important differences between the two studies: in the first study, the students' previous self-assigned level was much higher (2.8 points as opposed to 1.4 points on a scale of 1 to 5). The other difference, even more relevant, was that in the second year all teaching was done at home, in a non-attendance format, on a mandatory basis, due to the period of confinement decreed by the state of alarm at that moment, because of the pandemic caused by the SARS-CoV-2 virus, popularly known as coronavirus. At the end of the experience, the students expressed their satisfaction with the learning acquired and with the tasks performed, in both cases. The techniques used were well-appreciated, in the first year more than in the second, and especially flipped classroom. The scores obtained were, in addition, always very relevant.

Identifying the Context of the Presentation

2009 ◽  
Author(s):  
Cigdem Issever ◽  
Ken Peach
Keyword(s):  
Graduate Students ◽  
Summer School ◽  
The Other ◽  
Standard Approach ◽  
First Year ◽  
Introductory Course ◽  
The Subject ◽  
Postdoctoral Researchers ◽  
Insight Into ◽  
Social Programme

The context of a presentation determines, or should determine, how you approach its preparation. The context includes many things, the audience, the purpose of the presentation, the occasion, what precedes the presentation and what follows from it. It will define what you expect from the audience, and will influence how you prepare yourself for the talk. A simple example. Suppose that you have been invited to give a series of lectures at a summer school. What more do you need to know, other than the topic? Here are a few of the questions that you need to have answered before you can start planning the course. 1. Is it an introductory course aimed at graduate students in their first year, or is it an advanced course more suited to graduates in their final year and young postdoctoral researchers? 2. Are the participants expected to ask questions during the lecture, or wait until the end? 3. Will there be any problem classes or discussion sessions? 4. Will lecture notes be handed out to participants before or after the lecture? 5. Will the proceedings be published, and if so, when? 6. What are the other lecture courses going to cover? 7. Will the basic theory already have been covered, or are they expected to know it already, or should you spend half of the first lecture going over it, just in case some have not seen it before? 8. If it is your job to give the basic introductory lectures, should you follow the standard approach in the usual text books, or should you assume that they have already covered that ground and try to give them more insight into the subject? 9. Will any of the lectures that come later in the school make any assumptions about what they have learned in your lectures? 10. Is there a social programme? If so, are you expected to participate in the activities and discuss the subject informally with the participants (which, from our experience, is always much appreciated), or can you spend most of the time in your room writing the next lecture?

CROP RESPONSE TO LIME AND FERTILIZER SUPERIMPOSED ON DIFFERENT TILLAGE TREATMENTS FOR A VIRGIN GREY WOODED SOIL

1963 ◽  
Vol 43 (2) ◽  
pp. 298-308
Author(s):  
Herman A. Hamilton ◽  
J. R. Lessard
Keyword(s):  
Surface Soil ◽  
The Other ◽  
First Year ◽  
Crop Response ◽  
Nitrogen And Phosphorus ◽  
Residual Phosphorus ◽  
Second Year ◽  
Tillage Treatment ◽  
Nitrogen Phosphorus ◽  
Forage Yields

A virgin Grey Wooded soil was subjected to different tillage treatments receiving various rates of nitrogen, phosphorus and lime. In a 5-year rotation of oats followed by 4 years of hay, oat forage yields with 24-inch plowing appeared to be less than those obtained with shallower tillage treatments, but the subsequent first- and second-year hay yields were substantially higher. Nitrogen and phosphorus significantly increased oat forage yields irrespective of tillage treatment. Increases in first-year hay yields due to residual phosphorus were highly significant with 12-inch and 24-inch plowing. Second-year hay yields were significantly increased by residual phosphorus on all tillage treatments with increases being in the order 12-inch plowing and disking greater than 6-inch and 24-inch plowing. Irrespective of tillage treatment, lowest hay yields were obtained in the first year of harvest. Despite the greater saturation of the sub-surface soil with bases, lime significantly increased hay yields on plots plowed to 24 inches. Whereas the legume component of the hay mixture was initially high on plots plowed to 24 inches, in the succeeding years the percentage decreased considerably. On the other hand, legume percentage, which was initially low, increased for plots that were disked or plowed to 6 inches. Plowing to a depth of 12 inches appeared to be the most satisfactory procedure in maintaining the best hay yields with a high percentage of legumes.

Development of Blue-Yellow and Red-Green Discriminations in Infants during the First Year of Life

Perception ◽  
1997 ◽  
Vol 26 (1_suppl) ◽  
pp. 235-235
Author(s):  
L I Leushina ◽  
V M Bondarko ◽  
A A Nevskaya
Keyword(s):  
Healthy Subjects ◽  
Risk Group ◽  
Emotional Reaction ◽  
Mean Difference ◽  
The Other ◽  
First Year ◽  
Colour Discrimination ◽  
The Subject ◽  
The Mean ◽  
First Year Of Life

Colour discrimination was investigated in infants aged 4 – 14 months. 250 healthy subjects and 80 subjects with slight defects in basic visual functions (the risk group) participated. A coloured toy was moved in front of the subject and disappeared behind a screen, reappearing after 2 – 3 s at the other side. Sometimes when the toy was hidden, the experimenter replaced it with another one that differed only in colour: yellow was replaced by blue or vice versa (Y/B switch), or red by green or vice versa (R/G switch). The form and size of the toy remained constant. The emotional reaction of surprise showed whether the infant discriminated these colour pairs. The brightness of the stimuli was slightly varied make sure that the infant reacted to the change in colour rather than brightness. About 75% of healthy 4 – 5-month-olds showed good expressive reactions to the Y/B switch, and practically all children did so at 7 – 8 months. The discrimination of red and green develops more slowly: only at 12 months did practically all children show good reactions to the R/G switch. In all children, Y/B discrimination preceded R/G discrimination. The mean difference between the numbers of children discriminating these two pairs was 7.6%. The infants of the risk group were as good as their healthy age-mates in Y/B discrimination, but performed significantly less well on R/G: the mean difference between the numbers discriminating the former but not the latter was 17.0%. Possible reasons for the retardation of chromatic discrimination in the risk group are discussed.

scholarly journals Active Methodologies in Chemistry

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1339
Author(s):  
María J. Ibáñez-González ◽  
Tania Mazzuca-Sobczuk
Keyword(s):  
Cooperative Learning ◽  
Flipped Classroom ◽  
Negative Effects ◽  
Daily Work ◽  
First Semester ◽  
Agricultural Engineering ◽  
Academic Courses ◽  
The Subject ◽  
Blackboard Learn ◽  
Laboratory Experiences

Cooperative learning is not easy to develop when we encounter large classes of approximately 70 students. This handicap is increased when the subject is taught in the first year and the first semester. This is the case of the subject of Chemistry 1 of the Degree in Agricultural Engineering, the student comes to the University without having worked in a group, with little knowledge of the subject and attending classes at random. To diminish these negative effects, the informal cooperative learning methodology has been used both in the classroom and through the Blackboard Learn platform. At the same time the student has self-evaluations on the Blackboard Learn platform, which must be done before going to class and before going to the laboratory. Summaring, in order to increase student participation and daily work, a series of methodologies that have been implemented throughout the academic courses are proposed: (1) in the classroom, participatory master class and informal cooperative learning, (2) in the laboratory, laboratory experiences, cooperative learning and (3) On the Blackboard platform, informal cooperative learning, self-evaluations and portfolios of laboratory experiences and self-evaluations of theoretical topics. The final purpose is flipped classroom, to work before, during and after the class.

Education for Sustainability

2007 ◽  
Vol 1 (1) ◽  
pp. 163-170
Author(s):  
Caroline Baillie ◽  
Victoria Remenda
Keyword(s):  
Teaching And Learning ◽  
Common Knowledge ◽  
Education For Sustainability ◽  
First Year ◽  
Degree Programs ◽  
Engineering Programs ◽  
Core Courses ◽  
The Subject ◽  
Second Year ◽  
Pass Through

Courses which are intended to help students learn 'attitudes' or ways of thinking, as well as or instead of the more common 'knowledge' and 'skills,' are notoriously difficult to get right—particularly for younger students. Most courses relating to environmental issues or sustainability are electives within general science or engineering programs or they are within specialized environmental degree programs. In this paper, we examine two compulsory core courses designed to help students develop an appreciation of sustainability of the environment, one within a common first-year program of 600 students and one within a second-year geological engineering program of 35 students. In the first-year course, the sustainability component is situated within a course on 'Professional Skills,' which is taught in an innovative week-long intensive module. Students in this course have difficulties with the teaching and learning approach as much as with the subject matter. In the second-year course the main focus is on sustainability and the environment, taught using enquiry-based learning, a similar, interactive, innovative approach. In this course students respond much better to the concepts and appear to enhance or transform their perspectives. Students may be considered to pass through a 'threshold.' We examine the factors which seem to prevent students from passing through the threshold and consider possible strategies for aiding the pathway.

The Homing of Salmon in Apple River, N.S.

1936 ◽  
Vol 2 (4) ◽  
pp. 391-400 ◽  
Author(s):  
H. C. White
Keyword(s):  
The Other ◽  
First Year ◽  
The West ◽  
Tidal Water ◽  
Spawning Time ◽  
Second Year ◽  
Tidal Pools

Salmon from the East branch marked as smolts in 1934 returned as grilse in the fall of 1935, entering only the East branch up to spawning time. After October 22 more entered the West than the East branch. Female salmon tagged as adults gave evidence of remaining each in a particular "home" pool. After spawning some females dropped down to tidal pools in early November and later reascended the stream. Male salmon tagged as adults left their "home" pools, roaming up and down and even going through tidal water to the other branch; yet males came back the second year to the same pool in which they were taken (in one case repeatedly) in the first year.

scholarly journals Herbage accumulation and canopy structure during stockpiling of Marandu, Piatã, Xaraés, and Paiaguás brachiariagrass cultivars

2021 ◽  
Vol 56 ◽  
Author(s):  
Manoel Eduardo Rozalino Santos ◽  
Lucas Santos de Moraes ◽  
Flávio Henrique de Oliveira Fernandes ◽  
Bruno Humberto Rezende Carvalho ◽  
Gabriel de Oliveira Rocha ◽  
...  
Keyword(s):  
Experimental Design ◽  
Accumulation Rate ◽  
Structural Characteristics ◽  
Canopy Structure ◽  
Lower Number ◽  
The Other ◽  
First Year ◽  
Second Year ◽  
Urochloa Brizantha ◽  
Mechanical Cutting

Abstract: The objective of this work was to compare herbage accumulation and canopy structural characteristics during the stockpiling period of the Marandu, Piatã, Xaraés, and Paiaguás cultivars of Urochloa brizantha. The experimental design was completely randomized, with three replicates. The experiment was repeated for two years (2017 and 2018), under mechanical cutting conditions, and the canopies were stockpiled for 90 days, from March to June. In the first year, forage mass was higher for the Xaraés and Paiaguás cultivars; however, in the second year, Xaraés showed a forage mass higher than that of the other cultivars. The number of vegetative tillers at the end of the stockpiling period was higher for Paiaguás, contrary to what was observed for number of reproductive tillers. The herbage accumulation rate was higher for the Paiaguás and Xaraés cultivars. The Paiaguás grass stands out for its high herbage accumulation rate during the stockpiling period and for its higher number of vegetative tillers and lower number of reproductive tillers than that of the other cultivars.

Glufosinate-Resistant, BAR-Transformed Rice (Oryza sativa) and Red Rice (Oryza sativa) Response to Glufosinate Alone and in Mixtures

1997 ◽  
Vol 11 (4) ◽  
pp. 662-666 ◽  
Author(s):  
Sujatha Sankula ◽  
Michael P. Braverman ◽  
Steven D. Linscombe
Keyword(s):  
Oryza Sativa ◽  
Seed Weight ◽  
Rice Plant ◽  
Rice Yield ◽  
Field Studies ◽  
The Other ◽  
First Year ◽  
Red Rice ◽  
Second Year ◽  
100 Seed Weight

Glufosinate applied postemergence alone and in mixture with pendimethalin, thiobencarb, quinclorac, propanil, bensulfuron, bentazon, acifluorfen, or triclopyr was evaluated on bialaphosresistant (BAR) rice and red rice in field studies. Glufosinate at 2.2 kg ai/ha alone was less phytotoxic (6%) to BAR-transformed rice than when it was applied in combination with 0.4 kg ai/ha triclopyr (59%) or 0.6 kg ai/ha acifluorfen (22%). Rice yield with glufosinate alone was similar to the weed-free check the first year, but 13% less than the weed-free check the second year. For the glufosinate plus triclopyr mixture, rice yield was reduced by 39 and 76% compared with glufosinate alone in 1994 and 1995, respectively. Red rice control was 92% with either 3.4 kg ai/ha propanil or 0.6 kg/ha acifluorfen mixed with 0.6 kg/ha glufosinate, which was greater than for glufosinate alone and the other combinations. Propanil or acifluorfen mixed with glufosinate reduced red rice plant height, panicle maturity, and 100-seed weight 16, 31, and 24%, respectively, compared to glufosinate alone and 30, 48, and 43%, respectively, compared to the nontreated weedy check.

scholarly journals VI. Memoir of the case of a gentleman born blind, and successfully operated upon in the 18th year of his age, with physiological observations and experiments

1841 ◽  
Vol 131 ◽  
pp. 59-68 ◽  
Keyword(s):  
Visual Illusion ◽  
The Other ◽  
Severe Attack ◽  
Long Time ◽  
The Subject ◽  
Second Year ◽  
The One ◽  
The Right ◽  
The Mind ◽  
Anxiety And Fear

Mr. F. J., the subject of the present memoir, is the son of a physician; of scrofulous diathesis, but otherwise of robust constitution; of irritable temperament, but of contented and happy disposition; and endowed with an excellent understanding, quick power of conception, and retentive memory. In both the eyes of his father, cataract (with the addition, I suspect, of glaucoma) has manifested itself within the last four years, after a severe attack of influenza. The relatives on the paternal side are predisposed to diseases of the eye, but in the mother, and in the relatives on her side, no such predisposition can be traced. With regard to the cause of the ophthalmic affections which form the subject of this paper, the mother seemed to lay much stress on the following circumstance, which, although it may possibly have had some share in the cause of one of them, can have had no influence, in my opinion, in producing the other. She stated to me that in the eighth month of her pregnancy, which up to this period had proceeded favourably, she received from her youngest child, which she was carrying in her arms, a severe blow on the eye. This accident caused inflammation of the eye, accompanied with a curious visual illusion, viz. that all objects which she saw, but especially those situated on the ground, appeared of a deep concave form; an illusion which lasted for several months. The fright experienced from the accident also brought on convulsions, which, recurring several times, extended even to the fœtus. The recurrence of these convulsions produced in the mind of the mother a continual anxiety and fear for the health of the child, while the pain arising from the ophthalmia, together with the visual illusion just mentioned, gave her fears a direction more especially towards its eyes. Delivery took place at the proper period, when the eyes of the infant, which was otherwise healthy and well-formed, were found to present a twofold defect of organization. The father, to whose statement, on account of his professional knowledge, more weight is to be attached, informed me that both eyes were turned inwards to such an extent that a portion of the cornea was hidden by the inner canthus, and that in both pupils a yellowish-white discoloration was to be observed, which, being situated behind the iris, could not be the pupillary membrane. That the strabismus and cataract of both eyes in this case were congenital, is evident from the testimony both of the parents and of the nurse, whom I have closely questioned on this subject. The latter, who can distinctly remember all the circumstances of the case, told me that when the child was a few months old, she held a light before its eyes, of which it took no notice. I ascertained also from her that the eye-balls had not that restless motion which is generally observed in those who are born blind, but that both eyes were always turned inwards, and that but rarely either the one or the other was moved from the internal canthus. It was also stated to me, that towards the end of the second year the operation of keratonyxis was performed on the right eye, upon which a severe iritis ensued, terminating in atrophy of the eye-ball. Within the next four years two similar operations were performed on the left eye, which did not indeed destroy the organ, but at the same time did not remove the opacity in the pupil. The colour of the opacity became in time, however, of a clearer white; and the patient acquired a certain sensation of light, which he did not seem to have had before the operation. Both eyes for a long time retained a disposition to inflammation, and suffered repeatedly from conjunctivitis, whence the vessels of the conjunctiva were increased in number and size to such an extent, that it was necessary they should be several times excised.

scholarly journals Analysis of Three Methodological Approaches in the Use of Gamification in Vocational Training

Information ◽  
2021 ◽  
Vol 12 (8) ◽  
pp. 300
Author(s):  
Miguel Garcia-Iruela ◽  
Raquel Hijón-Neira ◽  
Cornelia Connolly
Keyword(s):  
Vocational Training ◽  
The Other ◽  
Vocational Students ◽  
Common Elements ◽  
Student Centered ◽  
Program Of Study ◽  
The Subject ◽  
Methodological Approaches ◽  
Mixed Approach ◽  
Positive Results

A reduced interest and low motivation in learning amongst vocational students has become a challenge with many traditional strategies not capable of providing a solution to motivation and encouraging participation in learning. The use of elements of games in non-recreational environments (gamification) may be a possible solution, since research indicates an improvement in user experience and engagement, with possibilities of improved motivation and behavioral results. However not all studies obtain positive results, the success of gamification is influenced by the design, the sample, and the context. This study analyzes a gamification design with the most common elements in three methodological approaches (teacher-centered, student-centered, and mixed) in three different periods throughout a program of study with vocational training students. The results indicate that the mixed approach performed worse than the other two. Carrying out a greater number of tasks did not imply a better result in the subject marks, but rather paying more attention to each task influences the result positively.

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