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Full-Text Articles in Education
Curriculum Exchange: “Make Your Own Earthquake”, Sandra Seale, Thalia Anagnos, Lelli Van Den Einde
Curriculum Exchange: “Make Your Own Earthquake”, Sandra Seale, Thalia Anagnos, Lelli Van Den Einde
Faculty Publications
A consortium of American universities is involved in earthquake engineering practice and research. Each campus of the consortium participates in outreach and education activities for the local schools and the public. One campus of the consortium, which operates earthquake field sites, designed a K-12 activity called “Make Your Own Earthquake” (MYOE). MYOE involves setting up earthquake field equipment (seismic instruments, data loggers, and computers) in a classroom. Children jump for 10 seconds, see their earthquake trace live on a computer screen and then take home a printed copy of their personal earthquake. Software was developed specifically for this activity. MYOE …
Curriculum Exchange: Visualization Tools And Online Courses For Teaching About Earthquakes, Sandra Seale, Thalia Anagnos
Curriculum Exchange: Visualization Tools And Online Courses For Teaching About Earthquakes, Sandra Seale, Thalia Anagnos
Faculty Publications
As part of a national consortium of universities practicing and doing research in earthquake engineering, our site has developed several videos for use in outreach and education. Visualization tools are extremely useful when teaching about how earthquakes shake the ground and the response of buildings to that shaking. Here we present videos that are targeted to specific audiences: (1) Animations of the response of two model buildings to two earthquakes are targeted at grade 6-16 students. The videos were created with data recorded on these test structures from the two earthquakes. The two events were both located directly below the …
Variation Of Instructor-Student Interactions In An Introductory Interactive Physics Course, Emily West, Cassandra Paul, David Webb, Wendell Potter
Variation Of Instructor-Student Interactions In An Introductory Interactive Physics Course, Emily West, Cassandra Paul, David Webb, Wendell Potter
Faculty Publications
The physics instruction at UC Davis for life science majors takes place in a long-standing reformed large-enrollment physics course in which the discussion or laboratory instructors (primarily graduate student teaching assistants) implement the interactive-engagement (IE) elements of the course. Because so many different instructors participate in disseminating the IE course elements, we find it essential to the instructors’ professional development to observe and document the student-instructor interactions within the classroom. Out of this effort, we have developed a computerized real-time instructor observation tool (RIOT) to take data of student-instructor interactions. We use the RIOT to observe 29 different instructors for …
The Effect Of Argumentative Task Goal On The Quality Of Argumentative Discourse, Merce Garcia-Mila, Sandra Gilabert, Sibel Erduran, Mark Felton
The Effect Of Argumentative Task Goal On The Quality Of Argumentative Discourse, Merce Garcia-Mila, Sandra Gilabert, Sibel Erduran, Mark Felton
Faculty Publications
In argumentative discourse, there are two kinds of activity-dispute and deliberation-that depend on the argumentative task goal. In dispute the goal is to defend a conclusion by undermining alternatives, whereas in deliberation the goal is to arrive at a conclusion by contrasting alternatives. In this study, we examine the impact of these tasks goals on the quality of argumentative discourse. Sixty-five junior high school students were organized into dyads to discuss sources of energy. Dyads were formed by members who had differing viewpoints and were distributed to one of two conditions: 31 dyads were asked to discuss with the goal …