The Effectiveness of Multimedia and Activity-Based Supplemental Teaching Resources in Materials Science Education

2012 ◽  
Vol 1472 ◽  
Author(s):  
Deborah A. Day ◽  
Eeman Abbasi ◽  
Brian Liang ◽  
Satish Bhat ◽  
Scott DeMeo ◽  
...  
Keyword(s):  
Science Education ◽  
Teaching Methods ◽  
Materials Science ◽  
Teaching Resources ◽  
Specific Content ◽  
9Th Grade ◽  
Digital Stories ◽  
Educational Videos ◽  
And Performance ◽  
Science Classes

ABSTRACTA comparative study investigating the integration of supplemental teaching resources in materials science education was developed for the purpose of determining the effectiveness of teaching strategies. Digital stories created by students, excerpts from the Nova Making Stuff documentaries, YouTube educational videos and student generated demo-kits were used as part of the investigation whereby two 9th grade science classes (n~26) were evaluated. Each participant in the study received one period (40-min) of a traditional lesson on Materials Science including specific content, vocabulary, and a pre- and post- lesson assessment. Additionally, the students in each class participated in a 30-min supplemental component, e.g. video or activity-based demonstration using aforementioned kits or video compilation. Pre- and post- evaluations (e.g. open-ended and likert questions) were administered to all of the participants. As hypothesized, the students’ feedback and performance on assessment activities reveal that the use of multimedia and activity-based resources may be equally effective teaching methods as traditional methods.

scholarly journals Hydropower, Geothermal, and Ocean Energy

MRS Bulletin ◽  
2008 ◽  
Vol 33 (4) ◽  
pp. 389-395 ◽  
Author(s):  
Ralph E.H. Sims
Keyword(s):  
Renewable Energy ◽  
Large Scale ◽  
New Technologies ◽  
Materials Science ◽  
Development Stage ◽  
Design Development ◽  
Ocean Energy ◽  
Improve Design ◽  
And Performance ◽  
Improve Reliability

AbstractSome forms of renewable energy have long contributed to electricity generation, whereas others are just emerging. For example, large-scale hydropower is a mature technology generating about 16% of global electricity, and many smaller scale systems are also being installed worldwide. Future opportunities to improve the technology are limited but include upgrading of existing plants to gain greater performance efficiencies and reduced maintenance. Geothermal energy, widely used for power generation and direct heat applications, is also mature, but new technologies could improve plant designs, extend their lifetimes, and improve reliability. By contrast, ocean energy is an emerging renewable energy technology. Design, development, and testing of a myriad of devices remain mainly in the research and development stage, with many opportunities for materials science to improve design and performance, reduce costly maintenance procedures, and extend plant operating lifetimes under the harsh marine environment.

Innovative Instructional Strategies for Teaching Materials Science in Engineering

2015 ◽  
pp. 100-117 ◽  
Author(s):  
Fahrettin Ozturk ◽  
Tanju Deveci ◽  
Ebru Gunister ◽  
Rodney J. Simmons
Keyword(s):  
Science Education ◽  
Knowledge Base ◽  
Instructional Strategies ◽  
Materials Science ◽  
Technological Development ◽  
Triple Bottom Line ◽  
Education Curriculum ◽  
Bottom Line ◽  
Effective Teaching Strategies ◽  
Current Curriculum

Advancements in materials production and materials science education accelerate innovations in many engineering fields. Therefore, strong Materials Science education is extremely important for quality part development and efficient designs. Comfort, safety, and cost requirements can be met utilizing technology and knowledge base advancements. This chapter firstly introduces the contents of a more contemporary materials science education curriculum, and advanced content-related laboratory applications. The applicability of incorporating such content in the current curriculum and number of semester hours necessary to teach such a course are discussed. Finally, it explains the role that engineering educators have in preparing students to develop designs that add to the “triple bottom line” which considers costs in economic, social, and environmental terms. Successful Materials Science education helps technological development and increases innovations. This chapter is significant for its detailed discussion on the shortcomings of current Materials Science education and its recommendations of effective teaching strategies.

Telementoring and Virtual Professional Development

2010 ◽  
pp. 186-205
Author(s):  
Matthew J. Maurer
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Theoretical Perspective ◽  
Leadership Skills ◽  
Specific Content ◽  
High Background ◽  
Master Level

In science, examining how teachers can effectively learn content and inquiry-based pedagogy can often be nothing short of an intellectual, cognitive, and motivational maze. Professional development (PD) programs constructed specifically to aid teacher learning may fall short of their goals due to the high background variability of the participants, especially when mixing novice and master-level teachers. Only through conscious reorganization of instructional approaches can PD programs effectively address specific content and pedagogical needs while concurrently aiding the transition from novice to master-level teachers. It is time for a shift in how PD providers think about how teachers learn. Utilizing a theoretical perspective from Science Education, this chapter will demonstrate the benefits of moving to more of a contextual-based discourse that is accomplished through a virtual telementoring-based professional learning community (PLC) in order to enhance content, pedagogy, leadership skills, and positively impact teaching self-efficacy.

Interactive Learning of Recursion

2012 ◽  
pp. 254-272 ◽  
Author(s):  
Antonio Pérez-Carrasco ◽  
J. Ángel Velázquez-Iturbide
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Mental Models ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Conceptual Models ◽  
Computer Science Education ◽  
Interactive Learning ◽  
The Past

One concept that has proved to be especially difficult to comprehend in computer science education is recursion. This chapter provides an overview of past efforts on the teaching of recursion. The authors first introduce concepts and models about the teaching and learning of recursion. In particular, they identify models used by teachers to explain recursion (i.e. conceptual models) and models used by students in their learning process (i.e. mental models). Afterwards, they review the teaching methods used in the past. Finally, the authors survey visualization and animation systems for recursion, explaining how they support conceptual models and how they try to remove wrong mental models. They also include a comprehensive technical comparison of the systems and review the evaluations these systems have been subject to.

Innovative Instructional Strategies for Teaching Materials Science in Engineering

2017 ◽  
pp. 1-19 ◽  
Author(s):  
Fahrettin Ozturk ◽  
Tanju Deveci ◽  
Ebru Gunister ◽  
Rodney J. Simmons
Keyword(s):  
Science Education ◽  
Knowledge Base ◽  
Instructional Strategies ◽  
Materials Science ◽  
Technological Development ◽  
Triple Bottom Line ◽  
Education Curriculum ◽  
Bottom Line ◽  
Effective Teaching Strategies ◽  
Current Curriculum

Advancements in materials production and materials science education accelerate innovations in many engineering fields. Therefore, strong Materials Science education is extremely important for quality part development and efficient designs. Comfort, safety, and cost requirements can be met utilizing technology and knowledge base advancements. This chapter firstly introduces the contents of a more contemporary materials science education curriculum, and advanced content-related laboratory applications. The applicability of incorporating such content in the current curriculum and number of semester hours necessary to teach such a course are discussed. Finally, it explains the role that engineering educators have in preparing students to develop designs that add to the “triple bottom line” which considers costs in economic, social, and environmental terms. Successful Materials Science education helps technological development and increases innovations. This chapter is significant for its detailed discussion on the shortcomings of current Materials Science education and its recommendations of effective teaching strategies.

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