The Investigation of the Ways in Which Gender Stereotypes are Perpetuated through Questioning and Assessment Strategies in Inquiry-Based Science Classroom

The purpose of this study was to investigate the questioning strategies of preservice teachers whenteaching science as inquiry. The guiding questions for this research were: In what ways do the questioning strategies of preservice teachers differ for male and female elementary students when teaching science as inquiry and how is Bloom’s Taxonomy evident within the questioning strategies of preservice teachers? Examination of the data indicated that participants asked a total of 4,158 questions to their elementary aged students. Of these questions, 974 (23%) were asked to boys, and 991 (24%) were asked to girls. The remaining questions (53%) were asked to the class as a whole, therefore no gender could be assigned to these questions. In relation to Bloom’s Taxonomy, 74% of the questions were basic knowledge, 15% were secondary comprehension, 2% were application, 4% were analysis, 1% were synthesis, and 3% were evaluation.

The Repairing of Misconceptions through the Use of Inquiry-Based Activities

Misconceptions exist in all fields of learning and develop through a person’s preconception of how the world works. Students with misconceptions in chemical engineering are not capable of correctly transferring knowledge to a new situation and will likely arrive at an incorrect solution. The purpose of this thesis was to repair misconceptions in thermodynamics by using inquiry-based activities. Inquiry-based learning is a method of teaching that involves hands-on learning and self-discovery. Previous work has shown inquiry-based methods result in better conceptual understanding by students relative to traditional lectures. The thermodynamics activities were designed to guide students towards the correct conceptual understanding through observing a preconception fail to hold up through an experiment or simulation. The developed activities focus on the following topics in thermodynamics: “internal energy versus enthalpy”, “equilibrium versus steady state”, and “entropy”. For each topic, two activities were designed to clarify the concept and assure it was properly grasped. Each activity was coupled with an instructions packet containing experimental procedure as well as pre- and post-analysis questions, which were used to analyze the effect of the activities on the students’ responses. Concept inventories were used to monitor students’ conceptual understanding at the beginning and end of the semester. The results did not show a statistically significant increase in the overall concept inventory scores for students who performed the activities compared to traditional learning. There was a statistically significant increase in concept area scores for “internal energy versus enthalpy” and “equilibrium versus steady state”. Although there was not a significant increase in concept inventory scores for “entropy”, written analyses showed most students’ misconceptions were repaired. Students transferred knowledge effectively and retained most of the information in the concept areas of “internal energy versus enthalpy” and “equilibrium versus steady state”.

A microstructure based model of the deformation mechanisms and flow stress during elevated temperature straining of a magnesium alloy

We show that the variation of flow stress with strain rate and grain size in a magnesium alloy deformed at a constant strain rate and 450 °C can be predicted by a crystal plasticity model that includes grain boundary sliding and diffusion. The model predicts the grain size dependence of the critical strain rate that will cause a transition in deformation mechanism from dislocation creep to grain boundary sliding, and yields estimates for grain boundary fluidity and diffusivity.

A causal model of mathematics performance in early adolescence: the role of sex

Using path analysis, the present investigation was done to clarify possible causal linkages among general scholastic aptitude, academic achievement in mathematics, self-concept of ability, and performance on a mathematics examination. Subjects were 122 eighth-grade students who completed a mathematics examination as well as a measure of self-concept of ability. Aptitude and achievement measures were obtained from school records. Analysis showed sex differences in prediction of performance on the mathematics examination. For boys, this performance could be predicted from scholastic aptitude and previous achievement in mathematics. For girls, performance only could be predicted from previous achievement in mathematics. These results indicate that the direction, strength, and magnitude of relations among these variables differed for boys and girls, while mean levels of performance did not.

Energy-Economical Heuristically Based Control of Compass Gait Walking on Stochastically Varying Terrain

Investigation uses simulation to explore the inherent tradeoffs ofcontrolling high-speed and highly robust walking robots while minimizing energy consumption. Using a novel controller which optimizes robustness, energy economy, and speed of a simulated robot on rough terrain, the user can adjust their priorities between these three outcome measures and systematically generate a performance curveassessing the tradeoffs associated with these metrics.