Making Redox Tangible: Physical Models in Electrochemistry Education

One of the goals of learning mathematics is to understand mathematics concepts.. However in practice the Grade 8 students of SMPN 6 Sawahlunto still have very little understanding of mathematical concepts. One of the efforts to improve understanding of mathematical concepts is to implement a team assisted individualization cooperative learning model. The purpose of this study was to find out whether students in class VIII SMPN 6 Sawahlunto who learned through direct instruction have a better understanding of mathematical concepts than students who learned through team assisted individualization models. This type of study is quasi-experimental and uses a non-equivalent post-test-only control group design. Learning tools are tests for understanding mathematical concepts. A t-test is used to test hypotheses. Based on the data analysis it was found that the students had a better understanding of the mathematical concepts taught in the team-assisted individually collaborative learning model compared to the students under the direct instruction. Keywords– Cooperative Learning, Direct Learning, Mathematical Concepts Understanding, Team Assisted Individualization.

Computational modelling is not only an important element in scientific research, it also has a rich history in physics education and its application in the classroom has changed greatly over the last few decades. To explain why computational modelling is used in physics education, we discuss its use in teaching and the benefits to the teaching and learning process. Secondly, historical developments are highlighted, and different methods of computational modelling are discussed in more detail, developing the desired features of modern software for classroom computational modelling. A review of the research in this field was conducted, showing what is known about the effects of computational modelling on students’ conceptual understanding, systemic thinking, views about nature of science and interest in physics, among others variables. Derived from the research results, recommendations are given about the use of computational modelling in physics education and research recommendations are presented with the goal to better understand the interaction between the student and computational modelling process.

This study aimed to investigate the influence of the Student Teams Achievement Division (STAD) cooperative learning model supported by Mocheclay media on students’ conceptual understanding in science. A quasi-experimental method was employed, utilizing a non-equivalent group design. Participants were selected through purposive sampling, with class VIII F (30 students) assigned as the experimental group taught using the STAD model assisted by Mocheclay, and class VIII H (30 students) as the control group taught through direct instruction. The calculated effect size was 1.23, indicating a strong influence of the STAD model supported by Mocheclay media on students’ scientific conceptual understanding. The experimental group's normalized gain score reached 64%, whereas the control group achieved only 33%. Independent sample t-test results revealed a significant difference in conceptual understanding between students exposed to the STAD-Mocheclay approach and those taught with direct instruction.

Fostering Friendship

The most important indicator of homeostasis is the acid-base balance (ABB), which for the last half century in clinical practice has been assessed based on the Boston or Copenhagen schools, or relying on the physicochemical interpretation proposed by P. Stewart, which changed the emphasis from direct pH readings to the generalized state of electrochemical equilibrium of the blood. Today, it is generally recognized that all three approaches to assessing the ABB have weaknesses, and they do not have convincing clinical advantages. Since it has been experimentally established that with metabolic acidosis, 57% of buffering is carried out intracellularly, it is more appropriate to consider the ABB not as a purely isolated blood indicator, but to assess it within the framework of energy metabolism (dissimilation), which is a consequence of oxidation-reduction reactions within the mitochondrial matrix, their intermembrane space and the cell cytoplasm, which can be solved by mathematical modeling. The use of tensor notation for mathematical model equations is not only the adoption of standardization rules, but a far-reaching ideology of the invariance of these equations (preservation during transformations of a certain group). The presented work shows that acid-base and oxidation-reduction homeostasis in mathematical model equations can be interpreted as “play” (variations within established boundaries during transformations of a certain type) for specially formulated tensor invariants.

This study aims to find out The Effect of Inquiry and Problem-Based Learning (PBL) Models on Understanding of Mathematics Concepts Viewed from Student Learning Motivation. The study employed the quantitative research approach with a quasi-experimental design. Data obtained with the pattern of pretest and posttest. Based on data analysis and discussion, it was be concluded that: (1) there is an influence of Inquiry and PBL learning models on students' understanding of mathematical concepts. This is because the Inquiry and Problem-Based Learning (PBL) model syntax can help students develop their ability to understand mathematical concepts, (2) there is an effect of high learning motivation, moderate learning motivation, and low learning motivation on students' understanding of mathematical concepts after applying the learning model, (3) there is the interaction between the Inquiry learning model, the Problem-Based Learning (PBL) learning model, and Direct Instruction (DI) with learning motivation in influencing the ability to understand mathematical concepts. Therefore, mathematics teachers should pay attention to students' learning motivation towards their abilities and apply Inquiry or Problem-Based Learning (PBL) learning models that help increase students' understanding of mathematical concepts.

This study aims to compare the effectiveness of the Project Based Learning (PjBL) model and the direct instruction method in improving student learning outcomes in the Computer Programming course. The research employed a quasi-experimental design using a posttest-only control group design without a pretest. The sample consisted of two parallel classes selected purposively, one serving as the experimental group (PjBL) and the other as the control group (direct instruction). A learning outcomes test was administered at the end of the instructional process. The Shapiro-Wilk test indicated that the data were not normally distributed, while Levene’s test showed that the data were homogeneous. Consequently, data analysis was conducted using the non-parametric Mann-Whitney U Test. The results revealed a statistically significant difference between the two groups. Students in the PjBL group achieved higher average scores and exhibited a more consistent score distribution compared to those in the direct instruction group. These findings suggest that the PjBL model is more effective in enhancing conceptual understanding and learning outcomes in the context of computer programming education. ABSTRAKPenelitian ini bertujuan untuk membandingkan efektivitas model pembelajaran Project Based Learning (PjBL) dan direct instruction dalam meningkatkan hasil belajar mahasiswa pada mata kuliah Pemrograman Komputer. Penelitian menggunakan desain kuasi eksperimen dengan bentuk posttest only control group design, tanpa dilakukan pretest sebelumnya. Sampel terdiri dari dua kelas paralel yang dipilih secara purposif, masing-masing sebagai kelompok eksperimen (PjBL) dan kelompok kontrol (direct instruction). Instrumen yang digunakan adalah tes hasil belajar yang diberikan setelah proses pembelajaran. Uji normalitas dengan Shapiro-Wilk menunjukkan bahwa data tidak berdistribusi normal, sementara uji homogenitas dengan Levene’s Test menunjukkan bahwa data bersifat homogen. Oleh karena itu, analisis data dilakukan menggunakan uji non-parametrik Mann-Whitney U Test. Hasil penelitian menunjukkan terdapat perbedaan yang signifikan antara hasil belajar kedua kelompok. Mahasiswa pada kelompok PjBL memiliki rata-rata skor tes yang lebih tinggi dan distribusi nilai yang lebih merata dibandingkan kelompok direct instruction. Temuan ini menunjukkan bahwa model pembelajaran PjBL lebih efektif dalam meningkatkan pemahaman konsep dan hasil belajar mahasiswa dalam mata kuliah Pemrograman Komputer.

Data reported locally and nationally show that students struggle to understand fractional concepts. The purpose of this study was to examine the effects of an interactive tablet application on student achievement in fractions. Students in grades three through five at the treatment school worked with an interactive tablet application designed to facilitate student construction of fractions knowledge. The interactive tablet application is an open-platform that allowed teachers the autonomy to work with the researcher to load their desired content activities on the topic of fractions to develop instructional sessions for students. Students worked independently during the math workshop to complete ten instructional sessions on fractions using the tablet application. These instructional sessions allowed students to construct responses to help develop better conceptual understanding. Students in the control group completed instructional activities without the use of the technology application. This study used a quasi-experimental design with an untreated control group with dependent pretest and posttest samples. The study used the Reformed Teaching Observation Protocol (RTOP) to examine differences in observed teaching and learning environments between the treatment and control groups using a repeated measures one-way analysis of variance. The results of these observations indicated that the learning environments of the treatment and control groups did not differ significantly (p=.262> .05). Thus, narrowing the effects to the differences in treatment. Power was established with six groups (2 classrooms at each of grades three, four and five). A minimum sample size of 162 participants was required to have adequate power with an effect size of .4, alpha level at .05, power at .95, and because this study had 258 participants it met that level. Student knowledge of fractions prior to the treatment was examined with pretests and analyzed using an analysis of covariance (ANCOVA). Posttest scores of students’ fractional knowledge after the treatment (for both treatment and control groups) were also analyzed using an ANCOVA. The results of the pretest analysis established that students’ prior knowledge was a good indicator of their performance on the posttest. Findings on posttest scores between treatment and control revealed that overall in grades three through five, no differences in treatment and control groups were significant (= .140 >.05). Therefore, the treatment, interactive tablet application, had no impact on student proficiency results in fractions concepts. However, when examining interactions in the groups an effect was found significant (=.03< .05) at grade level. A difference in treatment and control

Experimental, yet strongly aperiodic, data have been obtained from the human pupil light reflex. The aperiodic behavior in this reflex is similar to that in chronic granulocytic leukemia victims; data on the latter, however, are not readily available. A physical model of this reflex has been developed, but is too regular to predict aperiodicity in pupil area oscillations accurately. Artificial neural networks (ANNs) have been trained to do time-series predictions of this aperiodicity with greater accuracy. It is shown that the physical model should be used in setting the input neurons of the ANN, that the physical model and the ANN complement each other, and that ANNs have a role in identification of dynamical diseases in particular and aperiodic (if not chaotic) behavior in general. >

The synthesis and cyclotetramerisation reactions of aryloxy-, arylalkyloxy-substituted pyrazine-2,3-dicarbonitriles and spectroelectrochemical properties of octakis(hexyloxy)-pyrazinoporphyrazine

While video gaming has pervaded society, dearth research exists investigating the ramifications of incorporating sport video gaming into sport-based physical activity courses. The purpose of this study was two-fold: 1) Determine whether direct instruction or video gaming (or a combination of both) is more effective in learning about a new sport; and 2) Examine to what extent does physically playing or playing a sport video game (or a combination of both) impact one’s intention to want to watch or physically play the sport in the future. This study employed a mixed methods pre/mid/post intervention design with two quasi-experimental groups. Participants included two classes of American university students with little prior knowledge of cricket enrolled in a “Global Games” course. Data was collected across two semesters with students enrolled in this course. During the first semester of data collection, participants first took a demographics questionnaire and cricket pre-test. This “Video Gaming First” (VGF; n = 17) group then played two 50-minute sessions of the video game Don Bradman Cricket, and then took a cricket mid-test. Next, participants partook in two 50-minute direct instruction physical activity lessons on cricket and then took the cricket post-test. Finally, the group participated in a 50-minute focus group session. The subsequent semester, to account for the order effect, all methods were replicated with the second class, except the two video gaming sessions were preceded by the two direction instruction sessions for this “Direct Instruction First” (DIF; n = 17) group. Results indicated that cricket knowledge significantly increased for the VGF from mid-test to post-test (p < .05, η² = 0.71), while the pre-test to mid-test did not significantly differ. For the DIF group, there was a significant increase in cricket knowledge from pre-test to mid-test (p < .05, η² = 0.77), while the mid-test to post-test did not significantly differ. No significant results were found regarding future intention to play or watch cricket. Overall, findings indicated that both groups significantly increased cricket knowledge from direct instruction but not from the cricket video gaming. However, while not statistically significant, the video game sessions did further increase cricket knowledge. Higher education physical activity course instructors may consider using a combination of video games and traditional instruction to teach sports to beginners, but the amount of video gaming equipment available and student training on how to use it should be considered.

Minimal guidance or maximal independence? How can teachers achieve that complex balance when teaching mathematics? This pre-and post-test quasi-experimental research study explored the above questions in Grade 10 Financial Mathematics following guided discovery and mathematical modelling frameworks. Fifty-four (54) Grade 10 students at a Government High School in Johannesburg, South Africa, participated in the study. One group of students was taught following guided discovery and modelling learning principles and another group was taught following direct instruction. Students mean scores were compared at the end of the intervention. The main findings revealed that although the overall performance in the post-test was similar in both groups, there was a significant difference in understanding the concept of compound interest in the guided discovery learning group. The research highlights the promise of guided discovery learning and modelling approach over direct instruction, especially on supporting the understanding of difficult concepts in financial mathematics.

The purpose of this study is to reveal whether or not the social skills teaching program based on the direct instruction approach is effective on the ability of mentally retarded students in regular classroom settings to gain social skills such as apologizing, asking for help and finishing a task on time, and to generalize these abilities. This study used the model of multiple-probe design between subjects which takes place in the research methods of single-subject design. The researchers carried out this study with one 12-year-old male student and two female students, ages 12 and 11. To collect study data, this study used the teacher interview form, the social skills checklist, criterion-referenced measurement tools and data record tables. Graphical analyses were used to analyze data. To use target social skills (skills of apologizing, asking for help and finishing a task on time) in education, instructional plans that included acting as a model, guided practice and independent practice steps, which are the basic stages of the direct instruction approach, were prepared. In the social skills program, teaching sessions were held separately and conducted 3 days per week. At the end of the teaching sessions, generalization sessions took place. After this study, it was seen that the social skills teaching program based on the direct instruction approach was effective on the ability of three mentally retarded students to gain the target social skills and to generalize these abilities.

This study aims to examine how language background and grade level influence the voiceless sibilant fricative production of two groups of children enrolled in a Mandarin-English bilingual school in Canada. One group of children was exposed to Mandarin at home as heritage language (HL), and the other group had little to no exposure to Mandarin until they started learning it as a second language (L2) at school. Eighty-two children in Grades 1, 3, or 5 as well as 12 teachers engaged in picture-naming tasks in both English and Mandarin. Their speech production of voiceless sibilant fricatives was analyzed using both transcription and acoustic methods. The center of gravity (CoG) and F2 onset of the vowel following the fricatives were measured in the acoustic analysis. Both groups of children exhibited high accuracy rates in producing English /s/ and /ʃ/ and were able to distinguish the two English fricatives based on the CoG regardless of their grade level. For Mandarin fricatives, children in the higher grades achieved higher accuracy rates. Mandarin HL speakers had a higher accuracy rate than Mandarin L2 speakers, with their productions more closely resembling teachers' productions. The CoG distinguished all three Mandarin fricatives regardless of grade level and language background. However, significant differences in F2 onset were only observed in the HL group. The finding that unshared fricatives were more difficult than shared ones, along with the significant impact of language background-but not grade level-on the accuracy of fricatives unique to Mandarin, suggests that students, even in higher grades, can benefit from more explicit teaching. The developmental patterns and error trends identified in this study can serve as a reference for speech assessment and aid in planning treatment or instructional sessions.

Explicit vocabulary instruction is key to building conceptual understanding as words carry domain concepts. The value of explicit vocabulary instruction is lost in the absence of a principled isolation of the right words to give focused attention. The key or ‘must-know’ vocabulary should find expression and resonance in all languages. The present study, a precursor to an empirical study on the extent to which African languages can handle concept vocabulary in the teaching of Technology, isolates the key must-know Grade 8 Technology Education vocabulary in English. Vygotsky’s (1986) theory of scientific concept development informed the distinction between scientific and everyday concepts. Ha and Hyland’s (2017) Technicality Analysis Model (TAM) and its five levels of technicality informed the judgment-based methods that were used to determine key Technology Education vocabulary at Grade 8 level. Over and above the model, some criteria emanated from the defining characteristics, the contextual clues, as well as Chung and Nation’s (2004) four-step rating scale. The criteria applied yielded 80 key vocabulary, largely technical and substantive and bearing threshold concepts. The study recommends combining the words of the Tier 3 with the more general academic vocabulary of the Tier 2 to narrow the instructional focus and increase the conceptual understanding of the teaching of Grade 8 Technology.