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"Science Activities"
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Effect of augmented reality technology on learning behavior and attitudes of preschool students in science activities
Teaching the complex subject matter of “Exploring Space” necessitates concrete and engaging teaching methods, as it requires students to employ abstract thinking and imagination. An expert team designed and developed Augmented Reality (AR)-based activity schemes for children aged 3–6. A total of 166 preschool students from Ningbo, China, were conveniently sampled to participate in six science activity units. 82 students received AR-based instruction, while 84 were taught using conventional methods. This research employed the “Preschool Learning Behaviors Scale (PLBS)”, “Attitude on Science in School Assessment (ATSSA)”, as well as “Attitude on AR Activities Scale (ARAAS)” to compare the impact of virtual manipulatives based on AR, as well as physical manipulatives on preschool students’ academic accomplishments and attitudes. Outcomes demonstrated that the AR-based science learning system promoted more active learning behaviors and improved learning attitudes. ANOVA analysis verified that AR receptivity remarkably influenced learning attitudes and behaviors, with learning attitudes also remarkably impacting learning behaviors. Furthermore, students exhibited high acceptance of AR technology in science activities.
Journal Article
Playing to win : raising children in a competitive culture
\"Playing to Win: Raising Children in a Competitive Culture follows the path of elementary school-age children involved in competitive dance, youth travel soccer, and scholastic chess. Why do American children participate in so many adult-run activities outside of the home, especially when family time is so scarce? By analyzing the roots of these competitive afterschool activities and their contemporary effects, Playing to Win contextualizes elementary school-age children's activities, and suggests they have become proving grounds for success in the tournament of life-especially when it comes to coveted admission to elite universities, and beyond. In offering a behind-the-scenes look at how \"Tiger Moms\" evolve, Playing to Win introduces concepts like competitive kid capital, the carving up of honor, and pink warrior girls. Perfect for those interested in childhood and family, education, gender, and inequality, Playing to Win details the structures shaping American children's lives as they learn how to play to win\"-- Provided by publisher.
Book
Factors and Needs Assessment of Hyflex Learning with Science Activity Base For Strengthen Critical Thinking
This article aimed to analyzed the factors of Hyflex learning with science activity base for strengthen critical thinking.This mixed method research on the qualitative research and quantitative research both to participatory action learning. The first to involved synthesizing documentary, interview with 20 teachers, and to collection data by questionnaire with 150 teachers and 150 students. The study revealed that the factors were to instructional using the students base, content transferal of technology to knowledge linking and communication, learning methods to anytime, accessing the technology for opportunity to continuous learning, experience arrangement and environment to diversity. And the needs assessment of Hyflex learning with science activity base for strengthen critical thinking of a level at high levels, The participants showed high needs regarding of students base (PNI Modified=.35) and technology transferal (PNI Modified=.33)
Journal Article
The slime book
Play, poke, push, pull, and pop over 30 slime recipes, all of which use inexpensive, accessible, and safe everyday products.
Book
Construction and Application of VR-AR Teaching System in Coal-Based Energy Education
Coal-based energy has provided strong support and made outstanding contributions in the process of China’s economic development. Coal mining in China has gradually developed into intelligent, refined and green mining. However, due to the lack of effective science popularization and propaganda in coal mining for a long time, people’s understanding of coal mining often stays in the stereotype of dirty, messy and very dangerous. Based on this fact, this paper firstly discusses the difficulties and pain points of the popularization of science in coal mining based on the questionnaire survey. And then a VR-AR system for intelligent coal mining was developed. Finally, popular science teaching activities based on VR-AR system were carried out during the “Open Day” activity and “Entering Campus” activity. It is found that the long-term negative reports of coal mining and the complexity of coal mining system make the science popularization and propaganda in coal mining less effective. The proportion of primary and secondary school students with bad impression reached 85.0% and 90.3%, respectively, and 63.1% for college students. With our VR-AR system in coal-based energy education, the impression of the coal industry has increased significantly, the proportion of bad impression decreased to 23.4%. This helps to form the nationwide coal mining science popularization and justifies China’s coal mining.
Journal Article
Bugs and errors with Disney Wreck-it Ralph
A simple, low-level, unplugged introduction to bugs and errors designed for young readers not yet ready for coding on computers. Beloved character Ralph, from the world-famous Disney franchise Wreck-It Ralph, draws in readers new to coding concepts-- Provided by publisher.
Book
Teacher question and student response with regard to cognition and language use
In the current study, we focus on teacher-student discourse in Pre-K science activities, with particular attention to teacher questioning. Videotaped classroom observations and teacher interviews served as the corpus of data. Overall, teachers asked mostly closed-ended questions, but used more open-ended questions when experiments were being conducted. During experiments, teachers' questions were aimed at prediction and reasoning. In contrast, teachers used primarily closed-ended questions when science skills were being practiced and during science book readings, when their questions were oriented toward recognition and recall of factual information. The effects of the teachers' questions can be seen in the students' responses. When questions were open-ended, students employed a more varied vocabulary and more complex sentence structures. When teachers' questions were oriented toward prediction and reasoning, students practiced these higher level cognitive skills in responding. Based on these findings, we provide recommendations for teaching practice in early childhood science education.
Journal Article
State Erosion
State failure is a central challenge to international peace and security in the post-Cold War era. Yet theorizing on the causes of state failure remains surprisingly limited. InState Erosion, Lawrence P. Markowitz draws on his extensive fieldwork in two Central Asian republics-Tajikistan, where state institutions fragmented into a five-year civil war from 1992 through 1997, and Uzbekistan, which constructed one of the largest state security apparatuses in post-Soviet Eurasia-to advance a theory of state failure focused on unlootable resources, rent seeking, and unruly elites.
In Tajikistan, Uzbekistan, and other countries with low capital mobility-where resources cannot be extracted, concealed, or transported to market without state intervention-local elites may control resources, but they depend on patrons to convert their resources into rents. Markowitz argues that different rent-seeking opportunities either promote the cooptation of local elites to the regime or incite competition over rents, which in turn lead to either cohesion or fragmentation. Markowitz distinguishes between weak states and failed states, challenges the assumption that state failure in a country begins at the center and radiates outward, and expands the \"resource curse\" argument to include cash crop economies, where mechanisms of state failure differ from those involved in fossil fuels and minerals. Broadening his argument to weak states in the Middle East (Syria and Lebanon) and Africa (Zimbabwe and Somalia), Markowitz shows how the distinct patterns of state failure in weak states with immobile capital can inform our understanding of regime change, ethnic violence, and security sector reform.
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