PDF Publication Title:
Text from PDF Page: 005
Figure 2. Comparison of TOSRA2 post-tests for 2004 GRELA and control group. Abbreviations along the horizontal axis: S= Social implications of science, N=Normality of scientists, I = Attitude to scientific inquiry, A = Adoption of scientific attitudes, E=Enjoyment of science lessons, L=Leisure interest in science, and C = Career interest in science COURSE EVALUATION Three instruments were used to assess student learning and attitude: TOSRA-2, CLES-CA, and a class interview. The Test of Science Related Attitudes (TOSRA, developed by Fraser (1981) and modified by Ledbetter and Nix (2002)) as TOSRA-2 was chosen to assess change in students' attitudes, specifically seven types of information: Social Implication of Science, Normality of Scientists, Attitude to Scientific Inquiry, Adoption of Scientific Attitudes, Enjoyment of Science Lessons, Leisure Interest in Science, and Career Interest in Science. The Constructivist Learning Environment Survey-- Comparative Student (CLES-CS; Nix et al., 2003; 2004) evaluated student perceptions of the learning environment of this science class relative to others they had taken at UTD. CLES-CS uses 20 questions to measure students' perceptions on a five-point scale of the extent to which important psychosocial factors (personal relevance = relevance of learning to student's lives; uncertainty of science = the provisional status of scientific knowledge; shared control = student participation in planning, conducting, and assessing learning; critical voice = legitimacy of expressing a critical opinion; and student negotiation = involvement with other students in assessing viability of new ideas) are evident in the class. This version of the CLES asks the student to provide perceptions not only of 'THIS' classroom environment, but also of 'OTHER' (other classes at the same school). Results of the CLES-CS evaluations are shown in Figure 1A. A control group of 38 students was added to the evaluation in 2004. This was also a science service course, entitled "Earthquakes and Volcanoes". The class was similarly drawn from across the university and was comparable in age and diversity to the GRELA class. The mode of instruction was similar, consisting of lectures that relied heavily on PowerPoint presentations. These results are compared with results from 2004 GRELA class in Figure 1B. GRELA students were also interviewed as a group by the evaluator to tease out information about the class structure, presentation and content. Classes were also observed to note student/instructor interactions, student/student interactions and pedagogy. This evaluation is modest, based on a sample of only 19 students, of which 7 were Hispanic and 14 of which were non-science majors and 7 were Hispanic. Because of the small size of the GRELA samples, student responses were analyzed using the non-parametric Wilcoxon matched pair test to compare the students' perceptions of the classroom learning environment which they experienced in THIS and OTHER science classes (Kirk, 1984). This approach was also used to analyze the TOSRA2 responses. Analysis of the CLES-CS student responses (Figure 1A) show that students were consistently more positive about the GRELA class than other science classes they had taken. In spite of this, student attitudes do not appear to have changed much by their experience in the class, with the possible exception of the extent to which scientists are regarded as "normal" (TOSRA results not shown). The instructors foundthisresulttobeparticularlyencouraging.TOSRA2 responses by the GRELA class were significantly more positive than responses by the control group on all scales, particularly with regard to Social Implications of Science and Adoption of Scientific Attitudes (Figure 2). Interviews of GRELA students confirmed that they were positive about the class, finding it interesting and timely. Some had already recommended the class to their peers. One criticism is that a laboratory or hands-on activities should be included. Other student suggestions were: • Too many PowerPoint presentations • Don't read from the sides-add to the information •Morestudent/professorinteractionanddiscussion • Better organization needed to tie topics together • Emphasize what is on the maps • Too much information • Give more quizzes • Make the study guides shorter and give them out sooner •Donotturnitintoanon-lineclass,buttherecouldbe supplemental information online • Keep it as a co-taught class; professors had different strengths Students' recommendations along with the results of the CLES-CS and the TOSRA2 were used to make changes in the presentation of the class in 2004. Student interviews in 2004 revealed that these changes were received well. They were most positive about the interactions the professors had with the students and with each other. This included class discussions, personal experiences of the professors, and the extra effort each made to find answers to students' questions. Students said that they felt free to ask questions and could continue to ask for clarification. Students also commented on the frequent use of maps and that this helped them identify and locate countries and regions. Going from country to specific locations, then making specific applications helped student understanding. Students also encouraged adding more current events to the lectures. For example, earthquakes in the region during 2004 stimulated interesting discussions. FUTURE DIRECTIONS Our experience with developing and teaching GRELA has been very encouraging. Assessment of the class Pujana et al. - Geology, Resources and Environment of Latin America 361PDF Image | Geology, Resources and Environment of Latin America
PDF Search Title:
Geology, Resources and Environment of Latin AmericaOriginal File Name Searched:
pujana2006.pdfDIY PDF Search: Google It | Yahoo | Bing
NFT (Non Fungible Token): Buy our tech, design, development or system NFT and become part of our tech NFT network... More Info
IT XR Project Redstone NFT Available for Sale: NFT for high tech turbine design with one part 3D printed counter-rotating energy turbine. Be part of the future with this NFT. Can be bought and sold but only one design NFT exists. Royalties go to the developer (Infinity) to keep enhancing design and applications... More Info
Infinity Turbine IT XR Project Redstone Design: NFT for sale... NFT for high tech turbine design with one part 3D printed counter-rotating energy turbine. Includes all rights to this turbine design, including license for Fluid Handling Block I and II for the turbine assembly and housing. The NFT includes the blueprints (cad/cam), revenue streams, and all future development of the IT XR Project Redstone... More Info
Infinity Turbine ROT Radial Outflow Turbine 24 Design and Worldwide Rights: NFT for sale... NFT for the ROT 24 energy turbine. Be part of the future with this NFT. This design can be bought and sold but only one design NFT exists. You may manufacture the unit, or get the revenues from its sale from Infinity Turbine. Royalties go to the developer (Infinity) to keep enhancing design and applications... More Info
Infinity Supercritical CO2 10 Liter Extractor Design and Worldwide Rights: The Infinity Supercritical 10L CO2 extractor is for botanical oil extraction, which is rich in terpenes and can produce shelf ready full spectrum oil. With over 5 years of development, this industry leader mature extractor machine has been sold since 2015 and is part of many profitable businesses. The process can also be used for electrowinning, e-waste recycling, and lithium battery recycling, gold mining electronic wastes, precious metals. CO2 can also be used in a reverse fuel cell with nafion to make a gas-to-liquids fuel, such as methanol, ethanol and butanol or ethylene. Supercritical CO2 has also been used for treating nafion to make it more effective catalyst. This NFT is for the purchase of worldwide rights which includes the design. More Info
NFT (Non Fungible Token): Buy our tech, design, development or system NFT and become part of our tech NFT network... More Info
Infinity Turbine Products: Special for this month, any plans are $10,000 for complete Cad/Cam blueprints. License is for one build. Try before you buy a production license. May pay by Bitcoin or other Crypto. Products Page... More Info
CONTACT TEL: 608-238-6001 Email: greg@infinityturbine.com (Standard Web Page)