Third Law in Dynamics

A number of challenges are currently impacting the quality of Earth science education in Australia. These include the introduction of a new Australian Curriculum that requires students learn about abstract Earth science concepts; the inadequacy of teachers' professional knowledge to address pedagogically these demands; the limitations of teacher education to alleviate pre-service teachers' perceived pedagogical inadequacy in teaching Earth science; and issues of students' durably held alternative conceptions about Earth science phenomena and perceived disengagement with the subject. These challenges call for research that investigates the efficacy of innovative conceptual change pedagogies that promote students' engagement with Earth science and enhance their conceptual understanding. In response to this need, this study investigated the value of using student-generated stopmotion animation, or 'slowmation', as a conceptual change instructional approach. This study employed a mixed-methods intervention research design, generating both quantitative and qualitative data, in order to investigate three research questions: (1) Does the process of constructing a slowmation have a significant effect on students' conceptual change? (2) How does the process of constructing a slowmation influence students' conceptual change; and (3) Is students' interest, generated by the construction of a slowmation, a significant predictor of conceptual change? Four classes of Year 9 students participated in this study. Two classes were treated as an intervention group and participated in the construction of a slowmation (N=52), while two comparison classes experienced 'teaching as usual' (N=43). All students in the intervention and comparison conditions completed a two-tiered multiple-choice test (i.e., the GeoQuiz), developed and validated by the researcher, which tested students' alternative Earth science conceptions before and after their participation in the study. A Likert-style survey that gauged students' interest in learning science, the Student Interest in Learning Science (SILS) Survey, was also administered to all students before and after the project. Selected students from the intervention condition were audio recorded to capture their discussions during the construction process, and the same students were interviewed about their learning experience upon completion of the project. In answer to the first research question, a significant improvement was found in the GeoQuiz scores of students who constructed a slowmation, which indicates that conceptual change occurred. At the same time, a significant improvement was also found for students in the comparison classes. This suggests that creating a slowmation was no more effective in bringing about conceptual change than teaching as usual. In response to the second research question, analysis of the qualitative data in this study found that the construction process afforded 'teachable moments' as students recursively checked the accuracy of their representations with their teacher. The construction process also stimulated students' enjoyment, which they perceived to enhance their learning. Despite these affordances, however, significant pedagogical considerations arose from the use of slowmation as an instructional strategy in a junior secondary school context. These issues appeared to inhibit opportunities for conceptual change to occur. Finally, in answer to the third research question, it was found that students' interest in learning about science, and geology, was significantly greater if they participated in the construction of a slowmation, compared to teaching as usual. Interest was also found to be a significant predictor of students' conceptual change. The findings from this study have important implications for understanding the value of using slowmation construction as a conceptual change strategy in a junior secondary science context. As such, they informed the development of a pedagogical framework, the Learning with Slowmation framework, for constructing slowmations in a junior secondary science context. This framework, as well as the significance and implications of the broader findings for improving teaching practice in Earth science education, are presented.

Chemistry is a foundational science that supports human advancement in areas such as health, energy, and technology. Despite its importance, students often perceive chemistry as abstract and difficult, resulting in low interest and poor academic performance. Interest, a motivational factor that drives learning and persistence, can be cultivated through instructional strategies. This study investigates the effect of using the drama method to teach the concept of atoms and ions on the interest levels of chemistry students in the Rivers-East Senatorial District of Rivers State, Nigeria. Specifically, the study examines differences in students’ mean interest scores between those taught with the drama method and those taught using traditional lecture methods, as well as gender-based differences among students exposed to the drama method. Guided by two research questions and two hypotheses tested at the 0.05 significance level, the study applies interest theory and the four-phase model of interest development to assess the impact of engaging, context-rich instruction. Findings show how creative teaching strategies like drama foster greater student interest, enhance academic motivation, and improve chemistry learning outcomes across gender.

The need to identify effective measures to minimize continuous poor academic performance of students in blocklaying and concreting works and other technical subjects/trades led to this study which sought the effectiveness of Future-wheel as compared to the problem solving approach in the instructionin technical colleges. The study adopted the non-equivalent control group quasi experimental research design. Six research questions and six null hypotheses guided the study. The study was conducted in Edo State, Nigeria. The population for the study consisted of all 604 vocational II blocklaying and concreting works students in the six technical colleges in Edo State as at 2017/2018 academic session. A sample size of 80 vocational II students was drawn using random sampling technique and used for the study. Findings from the study revealed among others that there was significant mean effect of Futures-Wheel instructional strategy on students Mean performance score and interest in blocklaying and concreting works; there was no significant mean effect of gender on students’ Mean performance score in Basic Technology. In line with the findings of the study, the educational implication of the findings were highlighted and it was recommended among others that blocklaying and concreting works teachers should be trained in the use of innovative instructional strategies such as Futures-Wheel to facilitate students’academic performance in the subject.

This descriptive type of cross sectional study was carried out to explore various personal factors that influences communication among medical teachers and students in selected medical colleges of Bangladesh. This study was done over a period of one year from July 2017 to June 2018. Five government & three non-government medical colleges were selected purposively. Students of first, second, third and fourth phases were selected by adopting convenience sampling technique Teachers were selected by convenience sampling technique and for in-depth interview by purposive sampling technique. Medical teachers and students of selected medical colleges were the study population. Total 979 students and 50 teachers were responded through self-administered semi-structured questionnaire with five points Likert scale. Twenty teachers were responded through in-depth interview.Mutual respect (mean=4.44; 4.42), good communication skill (mean=4.40;4.16), listening skill (mean=4.32; 4.12), empathy (mean=4.32;4.32), self-disclosure (mean=4.27,4.42), sharing expectation (mean=4.29;4.28), awareness about own role (mean=4.25,4.34) were highly influencing personal factors that influence communication positively. Use of drugs/tobacco negatively affect communication, This study revealed some important factors that can improve communication .These are friendly relationship among teachers and students, open minded behavior of teachers, student- teachers cooperation, open discussion between teachers and students, morality and religious practice, motivation of students by teachers, understanding each other’s, avoidance of students politics, responsibility of students & teachers etc. This study also revealed communication barriers such as fear and shyness to teachers, humiliation and discrimination of students by teachers and lack of interest of students Addressing these issues at all possible levels, measures should be taken to improve communication among teachers and students in order to improved teaching learning process ; so that ultimate goal of medical education can be achieved.
 Bangladesh Journal of Medical Education Vol.11(1) 2020: 17-25

Many areas in chemistry are interconnected to one another, through which understanding of one area will lead to the comprehension of the other areas. Science, chemistry specifically is an observable field of study. As such, students gain experience in chemistry not only when taught in their classes by their teachers, but also by observations through interaction with their environment. If these experiences are not in line with the scientific truth about a certain concept, they turn to build misconceptions when the new experience is introduced to them. Acid-base chemistry is one of the areas of chemistry that was endowed with a lot of misconceptions. This study determines the conciseness and effectiveness of interactive courseware in overcoming misconceptions in learning acid-based chemistry. Most of the misconceptions generated were been intensified by the instructional strategies, teaching and learning materials used by the teachers. To overcome these misconceptions in acid-base chemistry, the study selected an effective teaching strategy using Needham five phases. It has also gone ahead to develop teaching and learning interactive courseware that will facilitate instructional delivery and overcome those areas of misconceptions in acid-base chemistry. A survey was developed and administered to in-service chemistry teachers of Universiti Teknologi Malaysia and the Sokoto State University of Nigeria. The result obtained indicated that interactive courseware can be concise and effective in overcoming misconception in learning chemistry. It concluded that chemistry teachers should invest in developing courseware to facilitate an understanding of difficult concepts in the subject matter.

Asynchronous online discussion forums (AODFs) are widely used in hybrid and online post-secondary courses but often face challenges such as low participation, limited interaction, and reduced student interest, which make it difficult to maintain students’ engagement and manage instructors’ workload. This position paper draws on a structured literature review to identify instructional strategies that strengthen engagement in AODFs. It uses the Community of Inquiry (CoI) framework to show how instructors can intentionally design teaching, social, and cognitive presences to create more inclusive and engaging learning experience. Built upon both research and practice, this paper highlights practical strategies, such as using structured prompts, assigning roles to guide participation, providing timely feedback, and integrating multimedia to support diverse students. It also emphasizes the importance of thoughtful course design, active facilitation, and scaffolding techniques to support students, particularly those new to online learning. Insights from research and practice reveal the need to streamline forum structures and adopt strategies to balance student engagement with manageable instructor workloads. Recommendations include further research on professional development focused on online teaching and cross-institutional studies to adopt effective instructional strategies across diverse academic contexts. This position paper leverages evidence from the literature to provide practical guidance for instructors and instructional designers in creating more engaging and meaningful AODFs to enhance online learning.

Maintaining student interest and enthusiasm motivated is a common challenge faced by teachers across all grade levels and ability ranges.This study focuses on PBL impacted on the motivation and academic achievement of early childhood education students at Chatya Manis in Palembang.PBL is an instructional strategy that students actively create and work on their own projects, allowing for hands-on learning and real-world application of concepts.Main data collection techniques; (1) Reading test, (2) Questionnaire.The data analysis techniques used are the normality test, one-way ANOVA with homogeneity variances, independent samples t-test, and the simple linear regression test of coefficients and determination coefficient (R 2 ).A simple linear regression test results with Anova shows that if learning motivation increases, learning achievement also increases.Learning motivation decreases will be impacted to learning achievement.The other finding is that the use of PjBL develop three learning domains: cognitive, affective, and psychomotor.Thus, it can be suggested to students of early childhood education at Chatya Manis, that it is time to prepare and train its teachers to get used to applying PjBL in the teaching and learning processes

This study examined the use of audio-visual materials in promoting the teaching and learning of French Language in Ekiti State. Thestudy employed a descriptive research design of the survey type. The population of this study consisted of teachers teaching French Language in Ekiti State Junior Secondary Schools. The sample of the study consisted of 60 French teachers. The sample was selected using multistage sampling procedure. An instrument tagged “Questionnaire on the Impact of Audio Visual Aid (QIAVA) which elicited information on types of audio visual aid, utilization of audio visual aid, extent of integration of audio visual aid, instructional strategies used by teachers and degree at which audio-visual materials stimulate student interest, engagement and motivation. The instrument was validated by expert and Conbach Alpha was used to determine it reliability. A reliability coefficient of 0.82 was obtained for the instrument and this was high enough for the instrument to be used for the study. The data collected where analysed using frequency count, mean, standard deviation and percentages. The finding of the study revealed that there is a varied types, of audio-visual aid utilization in French language instruction, the utilization of audio-visual aids positively influences various aspects of teaching and learning French language in Ekiti State, the integration of audio-visual materials plays a significant role in enhancing the proficiency and comprehension levels of French language learners and audio-visual materials play a crucial role in stimulating student interest, engagement, and motivation in learning the French language. Based on the findings of this study, it was recommended among others that The state government should provide teachers with ongoing training and professional development opportunities focused on integrating audio-visual materials effectively into French language instruction.

Crack patterns in laboratory experiments on thick samples of drying cornstarch are geometrically similar to columnar joints in cooling lava found at geological sites such as the Giant's Causeway. We present measurements of the crack spacing from both laboratory and geological investigations of columnar jointing, and show how these data can be collapsed onto a single master scaling curve. This is due to the underlying mathematical similarity between theories for the cracking of solids induced by differential drying or by cooling. We use this theory to give a simple quantitative explanation of how these geometrically similar crack patterns arise from a single dynamical law rooted in the nonequilibrium nature of the phenomena. We also give scaling relations for the characteristic crack spacing in other limits consistent with our experiments and observations, and discuss the implications of our results for the control of crack patterns in thin and thick solid films.

New Service Delivery Models: Connecting SLPs with Teachers and Curriculum

The effect of metacognitive monitoring feedback on performance in a computer-based training simulation

Epoxides, or oxiranes, are among the most versatile intermediates in organic synthesis. Yet very few examples of laboratory experiments involving reactions of epoxides are to be found in lab texts. We have developed a discovery-oriented laboratory experiment that involves the rearrangement of both cis- and trans-stilbene oxides with boron trifluoride etherate. The identity of the product can be easily determined by 1H NMR spectroscopy and, in case of the trans isomer, by preparation of the semicarbazone derivative as well. In spite of the simplicity of the experiment, the element of discovery ensures that student interest and enthusiasm are retained.

Laboratory experimentation in the context of school science is a widely advocated teaching strategy for the simplification of several abstract scientific concepts. Laboratory-based learning activities have proven to enhance learners’ conceptual and procedural understandings of micro chemical phenomena, thus boosting achievement in chemistry content tests. In the South African education landscape where there is inequitable distribution of resources for laboratory-based science learning, this study exploited how available virtual learning resources could also be used for learning chemistry concepts, and further compared student achievement in chemistry content test post intervention with both traditional and virtual laboratory learning resources. In this quasi- experimental study, we provided a group of third-year pre-service science teachers (n=50) with four chemistry concepts to learn using a hands-on traditional (control group) and a virtual laboratory (experimental group) intervention. The same pre and post chemistry content test was administered to control and experimental groups of pre-service teachers (herein also referred to as students), before and after learning interventions, with the aim of assessing students’ achievements post- learning in the two different laboratory environments. Tests scores were analysed and the results of a paired-sample t-test showed a statistically significant difference between pre- and post-test results for all groups of students. Using independent sample t-tests, we further compared post-test scores for the control and experimental groups which revealed the mean post-test score of the experimental group (M = 79.36, SD = 8.306), being significantly higher than that of the control group (M = 68.72, SD = 9.076) at t (48) = 4.32, p < .01. The findings from these tests indicated that, students obtained significantly higher achievement scores post- laboratory learning interventions and that virtual laboratory interventions yielded significantly higher achievement scores than traditional laboratory interventions. Based on these findings, the researchers concluded that, laboratory learning has a positive impact on achievement in chemistry and that virtual laboratories provide a worthy complement for traditional laboratories when learning abstract and difficult chemistry concepts. Implications of these findings and some recommendations for practice and research are also discussed herein.

Ever since the COVID-19 pandemic, higher education witnessed a paradigm shift in the teaching-learning strategies everywhere from the original way where everything was largely conducted face-to-face. Teachers, educators, and students had to suddenly move to the virtual mode to continue their classes in schools, institutes, and universities. Recently, many published studies have revealed the utmost need to improve teaching strategies, particularly in an online lecture setting. However, the major impediment was observed in higher educational institutions (HEIs) where teachers had to conduct laboratory experiments in hard sciences, particularly in physics, chemistry and, biochemistry. Of these subjects taught in graduate classes, chemistry is a complex subject. A chemistry learner needs to acquire hands-on experience, especially when performing organic preparations and instrumental analyses. Chemistry teachers believed that nothing could ever replace a traditional laboratory setting, but now the situation has changed to a certain extent. It has always been argued that students do not learn by merely clicking on simulated glassware and instruments. In a typical organic chemistry laboratory, students prepare organic compounds, purify them, and determine various properties of the pure compounds. Students gain experience by trial-error while adding reagents in organic preparation, devising reaction mechanisms, observing the physical properties of purified compounds, and even separating complex mixtures. Virtual laboratories cannot replace all these with a mere simulator, but when one deals with corrosive chemicals and advanced instrumental methods, it seems a plausible solution to augment them with traditional laboratories. It was found that using advanced level of online screen experiments improved students understanding and also helped them score well in their laboratory assessments. Virtual simulations cannot replace traditional laboratories since many experiments require hands-on tool abilities, smelling, seeing colored complexes, and trial-error strategies. It was also observed that experiments that require costly instruments can be carried as a remote trigger, paving the way to augment virtual experiments in the future chemistry laboratory. The chapter discusses the pedagogical design for graduate students in a virtual chemistry laboratory and live demonstrations performed in the traditional laboratory. In this chapter chemistry experiments based on organic synthesis, stereochemistry and spectroscopy on a virtual screen have been studied. The different modalities of conducting virtual screen experiments, assessment strategies, and government initiatives are also highlighted. This chapter concludes with current and future trends of virtual chemistry laboratories with highlights on the barriers, opportunities, and key measures to resolve them.

The term computer‐assisted instruction, or CAI, may apply to all instructional uses of the computer. More specifically, CAI means using the computer as an instructional tool: to present new information to the user, test a user's knowledge of information previously presented, or allow her or him to discover new concepts. No instructor need be present, since the user interacts directly with the computer. All necessary directions are included within the lesson. The user is allowed to control the process by pressing keys to advance or review, all at his or her own pace. The lesson may require the user to answer questions periodically, and will react appropriately to the user's responses. Animation and graphics may be used to add visual interest and aid in the understanding of difficult concepts. Various modes of instruction and innovative design strategies help make CAI lessons stimulating for the user. Lessons may be done at any time, and the instructor may be spared many hours of time‐consuming or repetitious instruction.