Franklin County Schools

En este trabajo se presentan los resultados obtenidos al implementar simuladores de laboratorio gratuitos en clases de química con estudiantes de duodécimo grado del Bachiller en Ciencias de la Escuela Secundaria Ángel María Herrera en Penonomé, Coclé. El objetivo fue enriquecer las lecciones de termodinámica y fomentar el aprendizaje autodirigido. Se implementó una metodología mixta con un grupo de control (modelo convencional) y uno experimental (enfoque constructivista, complementando con simuladores y recursos visuales como videos y animaciones). Los resultados mostraron que el grupo experimental mejoró su rendimiento académico al igual que el grupo control. Además, el 38% de los estudiantes prefirieron el Simulador de Comprensión de la Capacidad Térmica, mientras que el 26% eligió el Simulador de Calorimetría. Los estudiantes destacaron la utilidad de los simuladores para visualizar el contenido y manifestaron una mayor motivación debido a estas herramientas. Los datos obtenidos fueron tabulados y analizados con el programa JAMOVI.

This study investigated the use of electronic adaptive devices (switches) with students with severe multiple handicaps. In Experiment I, studients were assessed on “contingency awareness” by evaluating their responding to feedback from toys contingent upon switch activation. In Experiment II, students were given an opportunity to select preferred modalities of feedback contingent upon switch activation (i.e., reinforcer preference testing). The results of Experiment II showed that students with multiple handicaps can learn to use switches to control stimulus presentations and to identify reinforcers. These finding are discussed in terms of their classroom applications and implications.

Fifty words were recorded five times by five speakers. The five recordings represented five amounts and kinds of “context” (word in isolation, word said twice, word followed by a warning against making a common error, word in second-order, and word in third-order approximation to language). Listening panels heard the recordings and from their responses measures of word intelligibility and disparity, represented as information, were computed. The disparities among the responses decreased progressively from one condition to another in the order enumerated above; similarly, intelligibility increased, with the exception that no advantage resulted from saying a word twice.