Comparison of the effects of inquiry-based cooperative learning and demonstrations in science education

The reported research project involved studying how teaching science using demonstrations, inquiry-based cooperative learning groups, or a combination of the two methods affected sixth grade students’ understanding of air pressure and density. Three different groups of students were each taught the two units using different teaching methods. Group one learned about the topics through both demonstrations and inquirybased cooperative learning, whereas group two only viewed demonstrations, and group three only participated in inquiry-based learning in cooperative learning groups. The study was designed to answer the following two questions: 1. Which teaching strategy works best for supporting student understanding of air pressure and density: demonstrations, inquirybased labs in cooperative learning groups, or a combination of the two? 2. And what effect does the time spent engaging in a particular learning experience (demonstrations or labs) have on student learning? Overall, the data did not provide sufficient evidence that one method of learning was more effective than the others. The results also suggested that spending more time on a unit does not necessarily equate to a better understanding of the concepts by the students. Implications for science instruction are discussed.

Rotational Grazing Demonstrations with Beef Cows on CRP Land in Adams County, 2001

Two rotational-grazing systems, a 13-paddock and a 4-paddock, have been demonstrated on CRP land near Corning, Iowa since 1991 and this report summarizes the 2001 production data. Establishment of this project was to show economically feasible grass alternatives to row crops and CRP for steeply sloping (9% - 14% slope), highly-erodible land (HEL). Stocking rates were 1.57 and 1.72 acres per pair on the 13- and 4-paddock systems, respectively. In a 119 day grazing season calves gained 2.23 and 2.27 lbs/day for the 13- and 4-paddock systems, while cows gained 51.4 and 113.4 lbs, respectively. While some system hay growth was utilized to stave off drought conditions, there was a net hay gain of 11 and 5.5 bales of hay for the 13- and 4-paddock systems, respectively

Rotation Grazing Demonstrations With Beef Cows on HEL - Adams County Conservation Reserve Program (CRP) Project

Two grazing systems were demonstrated on Conservation Reserve Program (CRP) land in southwestern Iowa near Corning in the summers of 1991, 1992, 1993, 1994, and 1995. This report summarizes the 1995 data and compares them to results from the four previous years. The systems, a 13-paddock intensive-rotational grazing system and a 4-paddock more traditional rotation, both established in 1991, are aimed at showing economically sustainable grass alternatives for steeply sloping (9-14% slope), highly erodible land (HEL) once the 10-year CRP ends. In a 147-day grazing season in 1995, nursing crossbred calves with no creep gained 2.36 pounds and 2.38 pounds per day on the 13- and 4-paddock systems, respectively. The rotations were stocked at 1.65 acres per cow-calf pair on the 13-paddock system and 1.72 acres per pair on the 4-paddock system. This produced 210.2 pounds of calf gain per acre on the 13-paddock system and 203.2 pounds of calf gain per acre on the 4- paddock system.. Similar calves gained 2.37 pounds and 2.50 pounds per day for 155 days, yielding a total gain per acre of 222.7 pounds on the 13-paddock system and 224.9 pounds on the 4-paddock system in 1994. Results for 1992 remain the highest from both systems in the five years of grazing, with calf gain per head per day at 2.45 for 155 days netting 241.9 pounds per acre on the 13- paddock system and calf gain per head per day at 2.38 for 154 days on the 4-paddock system yielding 263.6 pounds per acre. Cows maintained both their weight and condition scores in both systems again in 1995. A third system, the 18-paddock intensive-rotational grazing system, was stocked with stocker steers in 1995, and the results are reported in a second article in the 1996 ISU Beef Research Report entitled “Intensive- Rotational Grazing Steers on Highly Erodible Land at the Adams County CRP Project.” Concerning grazing management, paddocks were grazed four, five, or six times in the 13-paddock intensive- rotational grazing system during the 147-day grazing season of 1995. This number of times grazed per paddock was nearly equal to times grazed per paddock in 1994. However, several paddocks were subdivided temporarily to equalize paddock size and increase grazing uniformity. This increased the total number of cattle moves in the 13-paddock system from 78 in 1994 to 109 in 1995. The average length of stay on each paddock or subdivision of a paddock per grazing time was 1 to 2.2 days. This was less than in any of the other four grazing years in this project. The principle of not grazing more than half the standing forage during any one grazing period was closely followed in 1995. All paddocks in the 13-paddock system were also rested approximately the recommended 30 days between each grazing cycle in 1995.

Smart Classrooms: Guidelines for Educational Technology in Classroom Facility in The University of Texas System

Problem Statement: Classroom facilities developed as new construction or renovation projects for UT System institutions tend to be developed as individual, ad hoc project. There are significant opportunities for process improvement is establishing standard business processes for developing Smart Classroom, establishing design standards and referring to prototype facilities developed at other institutions. [See PDF for complete abstract]

The association between classroom characteristics and student physical activity in physical education classrooms

Background. With the rapid rise in childhood obesity, physical activity participation among young children has become the subject of much recent attention. Physical education classes have been specifically targeted as a method of providing opportunities for all children to be active. Unfortunately, student participation in moderate-to-vigorous physical activity during these classes still falls far below the current recommendations. While some research to date has reported the levels of activity among elementary-aged children, research is limited on the relationship between these activity levels and the environmental characteristics that exist within the PE classroom. ^ Purpose. The purpose of this study is to examine the association between specific classroom characteristics and contextual characteristics (lesson context, class size, class location, teacher gender, and teacher encouragement for PA) with elementary aged children's moderate-to-vigorous activity during PE class. ^ Methods. A secondary analysis of 211 3rd, 4th and 5th grade physical education classes amongst 39 elementary schools in Harris County, TX and 35 elementary schools in Travis County, TX was conducted using cross-sectional data from the evaluation of a school-based health program. Lesson context and student activity levels were measured using a direct observation measurement tool. Additionally, these variables were further analyzed against a number of classroom characteristics to determine any significant associations. ^ Results. Overall, elementary PE classes are still participating in low levels of moderate-to-vigorous physical activity averaging only 38% of class time. Additionally, close to 25% of class time is spent in classroom management. Male directed classes spent significantly more time in game activities and female directed classes spent more time in fitness, knowledge, and skill activities. Classes that took place outdoors were more active and spent more time in games than those that took place indoors. Significant correlations were demonstrated between class size and time spent in management context. Time spent in management context was also correlated with time spent sitting and standing. Additionally, positive correlations were demonstrated between time very active and teachers that praised students and encouraged physical activity among their classes.^

Do Classes in Cooperative Classrooms Have a Positive Influence on Creativity and Teamwork Skills for Engineering Students?

Contributing to the acquisition of professional creativity and teamwork skills has been a special challenge for some of the subjects taught at the Technical University of Madrid (UPM), and this has been a starting point for the work described in this paper. Some professors have intuited that the use of cooperative classrooms could facilitate the acquisition of these skills. We describe the new methodologies applied within cooperative classrooms by some professors, and present the procedure for measuring students’ perception of their own learning outcomes, skill improvements, and overall satisfaction with the use of this kind of classroom. For this project, 250 students enrolled in several subjects answered a questionnaire. The featuresof thesubjectsinvolved intheproject arewidely disparate. We present the results of the statistical analysis with special emphasis on creativity and teamwork skills, and we conclude that the use of cooperative classroom has a positive influence on the acquisition of these skills. This work has the added value of being the first analysis of student perception of the use of cooperative classroom in the acquisition of creativity and teamwork skills.

Open educational resources: the role of OCW, blogs and videos in computer network classrooms

This paper analyzes the learning experiences and opinions obtained from a group of undergraduate students in their interaction with several on-line multimedia resources included in a free on-line course about Computer Networks. These new educational resources employed are based on the Web 2.0 approach such as blogs, videos and virtual labs which have been added in a web-site for distance self-learning.

Connecting the Nation : classrooms, libraries, and health care organizations in the Information age : update 1995 /

Mode of access: Internet.

Suggested demonstrations using dried whole egg in family meals.

Mode of access: Internet.

Rural transportation projects on Indian reservations : a report on 11 demonstrations : final report /

Mode of access: Internet.

Service and Methods Demonstrations Program report /

Documentation of the activities and accomplishments of the Service and Methods Demonstration Program for fiscal years 1979, 1980, and 1981.

A system of astronomy. Containing the investigation and demonstrations of the elements of that science.

Preface signed: W. Emerson.

Elementary and practical arithmetic on the inductive system, by analysis and synthesis : containing lucid demonstrations of the rules, arithmetical improvements, and curiosities, mensuration of planes and solids, philosophical problems ... /

Mode of access: Internet.

Flora Parisiensis : ou, descriptions et figures des plantes qui croissent aux environs de Paris; avec les différens noms, classes, ordres et genres qui leur conviennent, rangés suivant la méthode sexuelle de M. Linné, leurs parties caractéristiques, parts, propriétés, vertus et doses d'usage en médecine, suivant les demonstrations de botanique qui se font au Jardin du roy /

Includes indexes.