The effects of augmented virtual science laboratories on middle school students' understanding of gas properties

The Next Generation Science Standards (NGSS) emphasize authentic scientific practices such as developing models and constructing explanations of phenomena. However, research documents how students struggle to explain observable phenomena with molecular-level behaviors with current classroom experiences. For example, physical laboratory experiences in science enable students to interact with observable scientific phenomena, but students often fail to make connections to underlying molecular-level behaviors. Virtual laboratory experiences and computer-based visualizations enable students to interact with unobservable scientific concepts, but students can have difficulties connecting to actual instantiations of the observed phenomenon. This paper investigates how combining physical and virtual experiences into augmented virtual science laboratories can help students build upon intuitive ideas and develop molecular-level explanations of macroscopic phenomena. Specifically, this study uses the Frame, a sensor-augmented virtual lab that uses sensors as physical inputs to control scientific simulations. Eighth-grade students (N = 45) engaged in a Frame lab focused on the properties of gas. Results demonstrate that students using the Frame lab made progress developing molecular-level explanations of gas behavior and refining alternative and partial ideas into normative ideas about gases. This study offers insights for how augmented virtual labs can be designed to enhance science learning and encourage scientific practices as called for in the NGSS.     

The influences of a two-tier test strategy on student learning: A lag sequential analysis approach

Recently, programming skills have become a core competence. Many teaching strategies were developed to improve programming skills. Among them, online tests were widely applied to enhance students learning. Nonetheless, they may not be able to engage students in deep thinking and reflections. Thus, a two-tier test strategy was proposed to address this issue. However, previous research mainly focused on investigating the effectiveness of the two-tier test strategy but there is a lack of studies that investigate why the two-tier test approach is effective. To this end, we developed an online test, where the two-tier test strategy was implemented. Additionally, an empirical study was conducted to explore the influences of the two-tier test approach on students' learning performance and behavior patterns. Pre-test and post-test scores were applied to assess students' learning performance while a lag sequential analysis was used to analyze behavior patterns. Regarding learning performance, the proposed two-tier test can improve students' programming skills. Regarding behavior patterns, the two-tier test approach facilitates students to develop a learning by reviewing strategy, which is useful to improve their programming skills.     

Negotiation based adaptive learning sequences: Combining adaptivity and adaptability

This study proposes a negotiation-based approach to combine the notion of adaptivity (system-controlled adaptation) and adaptability (user-controlled adaptation) for an adaptive learning system. The system suggests adaptations and the student also submits his/her adaptation preference. When the student preference opposes the system suggestion, the student then negotiates with the system to reach an agreement of adaptation. A negotiation-based adaptive learning system (NALS) is implemented to support the generation of personalized adaptive learning sequences by system negotiations with students regarding assessments of learning performance (i.e. negotiated open student model) of the current content and choices of the next learning content (i.e. negotiation of adaptation). Students require two metacognitions in deciding adaptive learning sequences: self-assessment for evaluating their understanding of the current content and regulation for choosing appropriate learning content. Negotiated open student model are used for assist student self-assessment and negotiation of adaptation are used for assist student regulation of content choices. An experiment was conducted to compare a system-controlled adaptive learning system (SALS, adaptivity), a user-controlled adaptive learning system (UALS, adaptability), and a NALS. The results revealed that NALS promoted better metacognitions in student calibration (i.e. self-assessment) accuracy and learning content choices (i.e. regulation). Preliminary evidences also showed that NALS promoted better student performance in a delay test. The results further suggested that students with poor calibration accuracy and inappropriate content choices were not suitable to use UALS and were suitable to use SALS. The NALS can also be used for training students to make appropriate adaptation for learning.     

Enhancing skill in constructing scientific explanations using a structured argumentation scaffold in scientific inquiry

Constructing scientific explanations is necessary for students to engage in scientific inquiry. The purpose of this study is to investigate the influence of using a structured argumentation scaffold to enhance skill in constructing scientific explanations in the process of scientific inquiry. The proposed approach is designed to scaffold the following aspects of argumentation: the argumentation process, the explanation structuring, explanation construction, and explanation evaluation. A quasi-experiment was conducted to examine the effectiveness of the structured argumentation scaffold in developing skill in constructing scientific explanations and engaging in electronic dialogues. A web-based collaborative synchronous inquiry system, ASIS (Argumentative Scientific Inquiry System), was utilized to support students as they worked in groups to carry out inquiry tasks. Two intact sixth grade classes (n = 50) participated in the study. The data show that the ASIS with the structured argumentation scaffold helped students significantly improve their skills in constructing scientific explanations, make more dialogue moves for explanation and query, and use more of all four argument components. In addition, the use of warrants, one of the components of an argument, was found to be a critical variable in predicting students' competence with regard to constructing scientific explanations. The results provide references for further research and system development with regard to facilitating students' construction of scientific argumentation and explanations.     

A web-based software tool for participatory optimization of conservation practices in watersheds

WRESTORE (Watershed Restoration Using Spatio-Temporal Optimization of Resources) is a web-based, participatory planning tool that can be used to engage with watershed stakeholder communities, and involve them in using science-based, human-guided, interactive simulation–optimization methods for designing potential conservation practices on their landscape. The underlying optimization algorithms, process simulation models, and interfaces allow users to not only spatially optimize the locations and types of new conservation practices based on quantifiable goals estimated by the dynamic simulation models, but also to include their personal subjective and/or unquantifiable criteria in the location and design of these practices. In this paper, we describe the software, interfaces, and architecture of WRESTORE, provide scenarios for implementing the WRESTORE tool in a watershed community's planning process, and discuss considerations for future developments.     

诊改视域下师生课堂互动行为研究

提升教学质量是高职院校人才培养工作的永恒主题。在信息化时代的今天,信息技术的融合为课堂教学的诊断与评估提供了新的视角。本文在弗兰德斯互动分析理论(FIAS)基础上,基于应用软件,对高校师生课堂互动行为进行研究。自动生成合理的分析报告,可为教师提升教学能力提供反思和改进的依据,帮助教师在教学过程中发现问题并及时诊改。     

Bioinspired interactive neuromorphic devices

The performance of conventional computer based on von Neumann architecture is limited due to the physical separation of memory and processor. By synergistically integrating various sensors with synaptic devices, recently emerging interactive neuromorphic devices can directly sense/store/process various stimuli information from external environments and implement functions of perception, learning, memory, and computation. In this review, we present the basic model of bioinspired interactive neuromorphic devices and discuss the performance metrics. Next, we summarize the recent progress and development of bioinspired interactive neuromorphic devices, which are classified into neuromorphic tactile systems, visual systems, auditory systems, and multisensory system. They are discussed in detail from the aspects of materials, device architectures, operating mechanisms, synaptic plasticity, and potential applications. Additionally, the bioinspired interactive neuromorphic devices that can fuse multiple/mixed sensing signals are proposed to address more realistic and sophisticated problems. Finally, we discuss the pros and cons regarding to the computing neurons and integrating sensory neurons and deliver the perspectives on interactive neuromorphic devices at the material, device, network, and system levels. It is believed the neuromorphic devices can provide promising solutions to next generation of interactive sensation/memory/computation toward the development of multimodal, low-power, and large-scale intelligent systems endowed with neuromorphic features.     

基于沉降控制和共同作用的基础补强设计

根据桩基沉降的计算原理,论述不同桩长桩型的沉降计算方法,并据此提出考虑共同作用的基础内力计算方法。针对某工程的基础特点,按照沉降控制和共同作用对基础进行了补强设计。     

基于IDL的地形三维可视化系统的研制

利用IDL语言强大的数据处理与图形显示功能,应用组件编程技术并结合数字摄影测量原理,对立体航空影像对进行数字影像处理,并通过内插计算快速生成数字高程模型。在此基础上运用可视化技术实现三维可视化显示及简单的可视化分析,从而完成了地形三维可视化系统的研制。     

信息时代建筑设计的"复杂性"理念及其表现

该文剖析了信息时代建筑设计中"复杂性"理念的形成的思想根源;分别从建筑设计的形体生成、形体表现、形体实现和空间体验几方面对"复杂性"设计理念在实践中的表现进行了归纳与分析,指出其实际上包含一种非线性特征和回归自然的倾向,并认为随着人类对环境和自我状态的认识深化,"复杂性"设计理念是未来建筑发展一种重要方向.