Algumas Considerações sobre a Regra de Hund e a Estrutura Eletrônica de Átomos no Ensino de Química

Hund's maximum multiplicity rule as stated in most elementary and intermediate level textbooks on general and inorganic chemistry and usually taught at the college and undergraduate level is incorrect. It is true that electrons entering a subshell of an atom tend to occupy the orbitals singly as far as possible but not necessarily with parallel spins. Also, proper definitions and correct use of terms like configuration, microstate, spectroscopic term, level and state are essential if confusion on the part of the student, especially the beginner, is to be avoided.

Student Journalism 2.0 : Testing Models for Participatory Learning in the Digital Age

Many educators and educational institutions have yet to integrate web-based practices into their classrooms and curricula. As a result, it can be difficult to prototype and evaluate approaches to transforming classrooms from static endpoints to dynamic, content-creating nodes in the online information ecosystem. But many scholastic journalism programs have already embraced the capabilities of the Internet for virtual collaboration, dissemination, and reader participation. Because of this, scholastic journalism can act as a test-bed for integrating web-based sharing and collaboration practices into classrooms. Student Journalism 2.0 was a research project to integrate open copyright licenses into two scholastic journalism programs, to document outcomes, and to identify recommendations and remaining challenges for similar integrations. Video and audio recordings of two participating high school journalism programs informed the research. In describing the steps of our integration process, we note some important legal, technical, and social challenges. Legal worries such as uncertainty over copyright ownership could lead districts and administrators to disallow open licensing of student work. Publication platforms among journalism classrooms are far from standardized, making any integration of new technologies and practices difficult to achieve at scale. And teachers and students face challenges re-conceptualizing the role their class work can play online.

Faculty and Student Perspectives Toward Open Courseware, and Open Access Publishing: Some Comparisons Between European and North American Populations

Instructor and student beliefs, attitudes and intentions toward contributing to local open courseware (OCW) sites have been investigated through campus-wide surveys at Universidad Politecnica de Valencia and the University of Michigan. In addition, at the University of Michigan, faculty have been queried about their participation in open access (OA) publishing. We compare the instructor and student data concerning OCW between the two institutions, and introduce the investigation of open access publishing in relation to open courseware publishing.

Analyzing lifelong learning student behavior in a progressive degree

Peer-reviewed

Cómo aplicar las pruebas paramétricas bivariadas t de Student y ANOVA en SPSS.

Las pruebas paramétricas son un tipo de pruebas de significación estadística que cuantifican la asociación o independencia entre una variable cuantitativa y una categórica. Las pruebas paramétricas exigen ciertos requisitos previos para su aplicación: la distribución Normal de la variable cuantitativa en los grupos que se comparan, la homogeneidad de varianzas en las poblaciones de las que proceden los grupos y una n muestral no inferior a 30. Su incumplimiento conlleva la necesidad de recurrir a pruebas estadísticas no paramétricas. Las pruebas paramétricas se clasifican en dos: prueba t (para una muestra o para dos muestras relacionadas o independientes) y prueba ANOVA (para más de dos muestras independientes).

Student experiences in a course blended learning

Fascination is a project for design students, developed jointly by the Technical University of Catalonia (UPC) and the University of Technology Thonburi (KMUTT), which works with two groups of students, one group of participants in Spain and another group in Thailand where, hands-on activities, a range of technologies are used to prepare students for the lessons, through learning activities and content. This research paper presents the test of both a general model and a tool for measuring the participants’ experiences in a course that uses a blended learning methodology, with the aim of collecting empirical evidence to justify the effort of applying this methodology, based on the participants’ satisfaction. The procedure used in the conceptualization of the survey, the generation of topics, the collection of data, and the validation of the scale of various items are described here. The information, provided by the 26 people surveyed about the course and the virtual environment that was used, was analyzed to measure their perceptions and explore possible relations. Finally the conclusions of the research and the future work are presented.

Aprendizaje y servicio: estudio del grado de satisfacción de estudiantes universitarios

El aprendizaje y servicio es una metodología pedagógica que fomenta el aprendizaje de los estudiantes mediante su participación activa en experiencias asociadas al servicio comunitario. Esta metodología permite al estudiante involucrarse directamente con aquellos a quienes ofrece un servicio, adaptándose a sus necesidades y a una realidad que a menudo es muy diferente de la que vive en el aula. En esto radica uno de sus mayores impactos. Además, este tipo de prácticas contribuye a despertar en los alumnos su interés por la acción colectiva, su formación ciudadana, etc. La investigación que se presenta ha consistido en un estudio diagnóstico- comprensivo con 39 estudiantes, donde a partir del modelo de satisfacción con el que se ha trabajado se han analizado cuatro dimensiones clave (conocimiento e intención atribuida, valoración de la utilidad atribuida, valoración del proceso y proyección social). Estas dimensiones nos han conducido a reflexionar sobre elementos claves del aprendizaje y servicio (aprendizajes ciudadanos, aprendizajes personales, aprendizajes curriculares, procesos de reflexión, etc.). La muestra del estudio ha estado formada por 39 estudiantes y la principal técnica de análisis de la información recogida ha sido el análisis de contenido, mediante la triangulación de técnicas (cuestionario, entrevista y grupos de discusión) e informantes (estudiantes, profesores, coordinadores y miembros de entidades). El análisis de la información muestra un alto grado de satisfacción de los alumnos participantes. La dimensión que ha influido más en este resultado ha sido la valoración de la utilidad atribuida; en concreto, la percepción que tienen los alumnos sobre la adquisición de unos aprendizajes conceptuales, personales y ciudadanos. Atendiendo a lo anterior, cabe señalar que la relación generada entre profesores, entidades y estudiantes, así como la posibilidad de vincular la teoría con la práctica han condicionado los resultados. -------------------------------------------------------------------------------------------- Service learning projects promote student learning through active participation in community service. Thus, the service learning method enables students to engage directly with the people to whom they offer their services and requires them to adapt to other peoples' needs and to a reality that is often very different from the classroom. This is one of the major ways in which service learning has an impact. In addition, service learning helps to awaken students' interest in collective action, citizenship, etc. A comprehensive diagnostic study of 39 students was conducted to analyse four key dimensions (attributed knowledge and intentionality, evaluation of usefulness, evaluation of the process and social impact) on the basis of the chosen satisfaction model. The four dimensions led to reflection on key elements of learning and community service (learning about citizenship, learning about oneself, learning of a curriculum, processes of reflection, etc.). The main data analysis technique was content analysis, involving the triangulation of various techniques (questionnaires, interviews and discussion groups) and informants (students, teachers, coordinators and members of other organisations). Data analysis showed a high degree of satisfaction among the participating students. The dimension that most influenced the results was assessment of the attributed value, more specifically the students' perception of their acquisition of conceptual, personal and citizenship knowledge. It should be cautioned that the results were swayed by the relationship generated among teachers, students and institutions and the possibility of linking theory with practice.

Blended learning and student time-use in engineering education

Aiheen laajempi artikkeli on julkaistu konferenssi-CD:llä.

Gender Might Be Factor for Student Admission in Two Brazilian Medical Schools

This is a secondary data-based study conducted to investigate whether gender is related to acceptance. Two Brazilian Medical Schools, Universities A and B, were studied. Their entrance exams (EE) were analysed and the number of candidates who took the EE was compared to the number of students admitted to the MS according to gender, in the period between 1995 and 2009. The same data from MS in the United States in 2011 was also evaluated. There was an increase in the percentage of female applicants but it did not correspond to the percentage of admitted students of the same gender. There was a trend of selecting men. At A, 39.3% of the applicants and 47% of the admitted students were men (OR = 1.37; CI95% = 1.24 – 1.51). In B, men represented 39.3% of the applicants and 65.4% of the admitted students (OR = 2.93; CI 95% = 2.76 – 3.11). This was not seen in US MS. The analysis of the EE suggests that the greater selection of men could be a product of EE format.

Agricultural engineering at UNICAMP: undergraduate student dropout analysis

Nowadays, dropping out in B.Sc. courses practically occurs in all Universities of the contemporary world. Undergraduate student withdraw could means several losses as, to the student, not to graduate, to the teacher, for not accomplishing his goal as educator, to the university, for not attending its mission, to the society, economic and social losses and also to the family for unfulfilling the dreams. The objective of this research is to present a quantitative study on the dropping out rate in the Agricultural Engineering B.Sc. program (BSAGENG) at State University of Campinas (UNICAMP), seeking to contribute to the understanding of this issue. It has been determined the dropping out rate from 1995 to 2006 based on the university official data, by employing four different methods of calculation. Three of the methods revealed that dropping out rate is very close to the graduation index, i.e., close to 50%. Regardless of the adopted method for the dropping rate estimation and the statistics demonstrating that the agricultural engineering undergraduate course at UNICAMP figures falls within similar courses normality in Brazil, it should be recognized that a public institution of education should be concerned in presenting such figures. A detailed and deep analysis must be outlined in further studies seeking for specific actions aiming to reduce dropping out process.

Influência local em um modelo espacial linear da produtividade da soja utilizando distribuição t-Student

O uso das ferramentas da geoestatística, aliadas à agricultura de precisão permitem o acompanhamento das áreas agrícolas produtoras de soja, estabelecendo as relações de dependência espacial entre os pontos amostrados. A modelagem da estrutura de variabilidade espacial possibilita a construção de mapas temáticos dos atributos estudados, utilizando como método de interpolação a krigagem. Porém, a presença de valores atípicos entre os elementos amostrais pode influenciar na construção e interpretação desses mapas. A distribuição de probabilidades t-Student tem sido utilizada na tentativa de diminuir a influência dos valores atípicos durante a estimativa dos parâmetros de dependência espacial, por ter caudas mais pesadas que a distribuição normal. A detecção dos valores influentes na área em estudo, por meio da análise de diagnósticos de influência local, confere maior confiabilidade na utilização dos mapas gerados, corroborando a aplicação de insumos. Deste modo, o objetivo deste trabalho foi aplicar as técnicas de influência local em dados espacialmente referenciados, com os modelos de perturbação aditiva e utilizando a matriz escala, considerando a distribuição t-Student n-variada. Foi utilizado um modelo espacial linear para o estudo de dados da produtividade da soja em função da altura média de plantas e do número médio de vagens por planta. As técnicas de influência local foram eficientes para detectar pontos que influenciam na escolha do modelo geoestatístico, nas estimativas dos parâmetros e na construção do mapa temático.

Proactive and Preventive Student Welfare Activities in Finnish Preschool and Elementary School: Handling of Transition to Formal Schooling and a National Anti-Bullying Program as Examples

Prerequisites and effects of proactive and preventive psycho-social student welfare activities in Finnish preschool and elementary school were of interest in the present thesis. So far, Finnish student welfare work has mainly focused on interventions and individuals, and the voluminous possibilities to enhance well-being of all students as a part of everyday school work have not been fully exploited. Consequently, in this thesis three goals were set: (1) To present concrete examples of proactive and preventive psycho-social student welfare activities in Finnish basic education; (2) To investigate measurable positive effects of proactive and preventive activities; and (3) To investigate implementation of proactive and preventive activities in ecological contexts. Two prominent phenomena in preschool and elementary school years—transition to formal schooling and school bullying—were chosen as examples of critical situations that are appropriate targets for proactive and preventive psycho-social student welfare activities. Until lately, the procedures concerning both school transitions and school bullying have been rather problem-focused and reactive in nature. Theoretically, we lean on the bioecological model of development by Bronfenbrenner and Morris with concentric micro-, meso-, exo- and macrosystems. Data were drawn from two large-scale research projects, the longitudinal First Steps Study: Interactive Learning in the Child–Parent– Teacher Triangle, and the Evaluation Study of the National Antibullying Program KiVa. In Study I, we found that the academic skills of children from preschool–elementary school pairs that implemented several supportive activities during the preschool year developed more quickly from preschool to Grade 1 compared with the skills of children from pairs that used fewer practices. In Study II, we focused on possible effects of proactive and preventive actions on teachers and found that participation in the KiVa antibullying program influenced teachers‘ self-evaluated competence to tackle bullying. In Studies III and IV, we investigated factors that affect implementation rate of these proactive and preventive actions. In Study III, we found that principal‘s commitment and support for antibullying work has a clear-cut positive effect on implementation adherence of student lessons of the KiVa antibullying program. The more teachers experience support for and commitment to anti-bullying work from their principal, the more they report having covered KiVa student lessons and topics. In Study IV, we wanted to find out why some schools implement several useful and inexpensive transition practices, whereas other schools use only a few of them. We were interested in broadening the scope and looking at local-level (exosystem) qualities, and, in fact, the local-level activities and guidelines, along with teacherreported importance of the transition practices, were the only factors significantly associated with the implementation rate of transition practices between elementary schools and partner preschools. Teacher- and school-level factors available in this study turned out to be mostly not significant. To summarize, the results confirm that school-based promotion and prevention activities may have beneficial effects not only on students but also on teachers. Second, various top-down processes, such as engagement at the level of elementary school principals or local administration may enhance implementation of these beneficial activities. The main message is that when aiming to support the lives of children the primary focus should be on adults. In future, promotion of psychosocial well-being and the intrinsic value of inter- and intrapersonal skills need to be strengthened in the Finnish educational systems. Future research efforts in student welfare and school psychology, as well as focused training for psychologists in educational contexts, should be encouraged in the departments of psychology and education in Finnish universities. Moreover, a specific research centre for school health and well-being should be established.