ON THE EFFECT OF VIRTUAL REALITY ON STUDENT UNDERSTANDING OF AND INTEREST IN PHYSICS

This study investigated the effect that the video game Portal 2 had on students understanding of Newton’s Laws and their attitudes towards learning science during a two-week afterschool program at a science museum. Using a pre/posttest and survey design, along with instructor observations, the results showed a statistically relevant increase in understanding of Newton’s Laws (p=.02<.05) but did not measure a relevant change in attitude scores. The data and observations suggest that future research should pay attention to non-educational aspects of video games, be careful about the amount of time students spend in the game, and encourage positive relationships with game developers.

FOSSIL PLANTS AND PALYNOMORPHS FROM THE LATE PALEOZOIC CUTLER FORMATION, EASTERN PARADOX BASIN

The late Paleozoic Cutler Formation, where exposed near the modern-day town of Gateway, Colorado, has traditionally been interpreted as the product of alluvial fan deposition within the easternmost portion of the Paradox Basin. The Paradox Basin formed between the western margin of the Uncompahgre Uplift segment of the Ancestral Rocky Mountains and the western paleoshoreline of the North American portion of Pangea. The Paradox Basin region is commonly thought to have experienced semi-arid to arid conditions and warm temperatures during the Pennsylvanian and Permian. Evidence described in this paper support prior interpretations regarding paleoclimate conditions and the inferred depositional environment for the Cutler Formation near Gateway, Colorado. Plant fossils collected from the late Paleozoic Cutler Formation in The Palisade Wilderness Study Area (managed by the U.S. Department of the Interior, Bureau of Land Management) of western Colorado include Calamites, Walchia, Pecopteris, and many calamitean fragments. The flora collected is interpreted to have lived in an arid or semi-arid environment that included wet areas of limited areal extent located near the apex of an alluvial fan system. Palynological analysis of samples collected revealed the presence of the common Pennsylvanian palynomorphs Thymospora pseudothiessenii and Lophotriletes microsaetosus. These fossils suggest that warm and at least seasonally and locally wet conditions existed in the area during the time that the plants were growing. All evidence of late Paleozoic plant life collected during this study was found along the western margin of the Uncompahgre Uplift segment of the Ancestral Rocky Mountains. During the late Paleozoic, sediment was eroded from the Uncompahgre Uplift and deposited in the adjacent Paradox Basin. The preservation of plant fossils in the most proximal parts of the Paradox Basin is remarkable due to the fact that much of the proximal Cutler Formation consists of conglomerates and sandstones deposited as debris flow and by fluvial systems. The plants must have grown in a protected setting, possibly an abandoned channel on the alluvial fan, and been rapidly buried in the subsiding Paradox Basin. It is likely that there was abundant vegetation in and adjacent to low-lying wet areas at the time the Cutler Formation was deposited.

Local Resources for Learning/Teaching CS for Pre-College Students/Teachers

Presentation by Dr. Frank Ackerman. Additional information can be found on Montana Tech's Department of Computer Sciences website.

Projektbericht: VITA

In traditionellen Übungsarrangements (z.B. handkorrigierte Hausaufgaben oder vorlesungsbegleitende Übungsgruppen) erhalten Studierende ihre Ergebnisse mit Zeitverzögerung, während der Kurs inzwischen fortschreitet. Dadurch besteht die Gefahr, dass Defizite nicht wahrgenommen oder nicht korrigiert werden. Traditionelle Übungsarrangements erfordern bei sinnvollem Einsatz (v. a. kleine Übungsgruppe) eine Personalkapazität, wie sie insbesondere an Fachhochschulen nicht existiert. Ein zweites Problem, das zum Teil infolge des mangelnden Übens auftritt, besteht darin, dass viele Studierende Lehrveranstaltungen nicht nachbereiten. Viele Studierende versuchen stattdessen, sich den Vorlesungsstoff in einem kurzen Zeitraum vor der Prüfung anzueignen, was, wenn es überhaupt gelingt, nicht zu einer nachhaltigen Verankerung der Inhalte führt. In der Folge fehlen in den Nachfolgeveranstaltungen die Grundlagen, die in den vorausgegangenen Veranstaltungen hätten gelegt werden sollen.

DNA, Red Tide and the Sea: a new exhibit at Mystic Aquarium & IFE

DNA, Red Tide and the Sea is a new exhibit at Mystic Aquarium & IFE. It was developed by UConn Marine Sciences Professor Senjie Lin, and Mystic Aquarium. Children can extract DNA from fruit and learn about genetic codes and red tides in the ocean.

A More Sophisticated Treatment of Collisions

An improved argument about collisions in gas phase kinetics is elaborated upon, based on textbook arguments which oversimplify the concepts.

Undergraduate Engineering Students' Understanding of Heat, Temperature, and Radiation

Difficulty understanding heat and temperature concepts has been recognized in engineering education. Confusion has been shown to persist after instruction. The purpose of this study was to determine whether undergraduate engineering students’ knowledge of four heat transfer concept areas significantly changed with instruction and whether this varied by major and GPA. Two hundred twenty-eight undergraduate engineering students from six institutions were assessed prior to and after instruction. Results showed significant improvement in most concept areas but mean scores were below mastery. Previously documented misconceptions persisted after instruction. Significant differences were found by major and GPA. Suggestions for future research provided.

Constructed Response Answers in a Multiple-Choice Universe

A scheme is introduced which allows computer readable multiple choice forms used in traditional examinations to be employed for constructed response items.

Orchestrating Whole Group Discourse to Mediate Mathematical Meaning

The most common pattern of classroom discourse follows a three-part exchange of teacher initiation, student response, and teacher evaluation or follow-up (IRE/IRF) (Cazden, 2001). Although sometimes described as encouraging illusory understanding (Lemke, 1990), triadic exchanges can mediate meaning (Nassaji & Wells, 2000). This paper focuses on one case from a study of discursive practices of seven middle grades teachers identified for their expertise in mathematics instruction. The central result of the study was the development of a model to explain how teachers use discourse to mediate mathematical meaning in whole group instruction. Drawing on the model for analysis, thick descriptions of one teacher’s skillful orchestration of triadic exchanges that enhance student understanding of mathematics are presented.

The Effect of Direct Instruction versus Discovery Learning on the Understanding of Science Lessons by Second Grade Students

This study examined the effectiveness of discovery learning and direct instruction in a diverse second grade classroom. An assessment test and transfer task were given to students to examine which method of instruction enabled the students to grasp the content of a science lesson to a greater extent. Results demonstrated that students in the direct instruction group scored higher on the assessment test and completed the transfer task at a faster pace; however, this was not statistically significant. Results also suggest that a mixture of instructional styles would serve to effectively disseminate information, as well as motivate students to learn.

Improving Automaticity with Basic Addition Facts: Do Taped Problems Work Faster Than Cover, Copy, Compare?

This small pilot study compared the effectiveness of two interventions to improve automaticity with basic addition facts: Taped Problems (TP) and Cover, Copy, Compare (CCC), in students aged 6-10. Automaticity was measured using Mathematics Curriculum-Based Measurement (M-CBM) at pretest, after 10 days, and after 20 days of intervention. Our hypothesis was that the TP group will gain higher levels of automaticity more quickly than the CCC and control groups. However, when gain scores were compared, no significant differences were found between groups. Limitations to the study include low treatment integrity and a short duration of intervention.

Could it be possible to replace DERIVE with MAXIMA?

In recent years, a considerable number of teachers in Spain have been using DERIVE to teach math subjects in High Schools and Universities. This software has been used by the authors of this work as a support tool in Mathematics courses for Engineering. Since Texas Instruments does not support DERIVE, we were faced with finding an alternative software product, and considering the possibility of using a public-domain software such as MAXIMA. Here we make a comparative study of DERIVE and MAXIMA as support tools for a Calculus course for first year Engineering students.

An example of Learning based on competences: Use of Maxima in Linear Algebra for Engineers

This paper analyzes the role of Computer Algebra Systems (CAS) in a model of learning based on competences. The proposal is an e-learning model Linear Algebra course for Engineering, which includes the use of a CAS (Maxima) and focuses on problem solving. A reference model has been taken from the Spanish Open University. The proper use of CAS is defined as an indicator of the generic ompetence: Use of Technology. Additionally, we show that using CAS could help to enhance the following generic competences: Self Learning, Planning and Organization, Communication and Writing, Mathematical and Technical Writing, Information Management and Critical Thinking.

EDUCAÇÃO MATEMÁTICA E AS TECNOLOGIAS: POR UMA APRENDIZAGEM SIGNIFICATIVA

presente trabalho tem por finalidade refletir a educação matemática inserida em um momento em que emerge um novo paradigma que valoriza uma educação transdisciplinar. Tem como foco o educando em todos os seus aspectos: corporal, emocional, racional e espiritual. Partindo do princípio que se vive em um mundo globalizado, onde as informações processam-se no dia-a-dia com mais velocidade e que um dos responsáveis, por este acúmulo de informações, o computador, valoriza-se neste estudo esta tecnologia como estratégia para uma educação inovadora na aprendizagem matemática. Pesquisando-se a real necessidade, por parte dos alunos, em utilizar a informática dentro do ambiente escolar, questionase o fundamento da dificuldade e/ou resistência de educadores de uma escola pública da rede estadual do Estado de São Paulo em utilizar estas inovações tecnológicas, efetivamente o computador, como ferramenta importante na busca de uma educação significativa.(AU)

EDUCAÇÃO MATEMÁTICA E AS TECNOLOGIAS: POR UMA APRENDIZAGEM SIGNIFICATIVA

presente trabalho tem por finalidade refletir a educação matemática inserida em um momento em que emerge um novo paradigma que valoriza uma educação transdisciplinar. Tem como foco o educando em todos os seus aspectos: corporal, emocional, racional e espiritual. Partindo do princípio que se vive em um mundo globalizado, onde as informações processam-se no dia-a-dia com mais velocidade e que um dos responsáveis, por este acúmulo de informações, o computador, valoriza-se neste estudo esta tecnologia como estratégia para uma educação inovadora na aprendizagem matemática. Pesquisando-se a real necessidade, por parte dos alunos, em utilizar a informática dentro do ambiente escolar, questionase o fundamento da dificuldade e/ou resistência de educadores de uma escola pública da rede estadual do Estado de São Paulo em utilizar estas inovações tecnológicas, efetivamente o computador, como ferramenta importante na busca de uma educação significativa.(AU)