Academic literature on the topic 'Hands-On Experiment'

This paper presents a physical experiment, involving wireless electricity, in a workshop for students entering in an undergraduate course in Physics as a way to stimulate interaction between students, seeking to achieve meaningful learning through an example that can be generalized during the course.

This research investigated the effect of a hands-on laboratory experiment on students’ skills achievement in physics in day secondary schools in Gicumbi district, Rwanda. Specifically, this research examined the hands-on laboratory practices that affect students’ skills and achievement in physics in day secondary schools in Rwanda, analyze the level of students’ skills achievement in physics that is due to the hands-on laboratory experiment in day secondary schools in Rwanda, and establish the relationship between the hands-on laboratory experiment and students’ skills achievement in physics in day secondary schools in Rwanda. The study adopted a descriptive survey design with a mixed approach. The targeted population of the study consisted of 72 headteachers, 5416 students, and 1750 teachers, making the total population of 7238, selected across Gicumbi district. The researcher used purposive sampling techniques to choose physics teachers and students and simple random sampling to choose schools and headteachers, a descriptive and correlational research design was used in combination with a mixed methodology. Quantitative data were collected using questionnaires, while qualitative data were acquired using interviews. The findings were analyzed through descriptive statistics such as frequency, percentage, mean, and standard deviation, as well as inferential statistics such as correlation and regression analysis. The findings revealed that 72.2% of students felt confident in applying theoretical knowledge to practical experiments, showcasing the effectiveness of structured hands-on practices. However, 67.6% expressed dissatisfaction with the clarity of laboratory activities, indicating a need for improvement. Additionally, 78.1% of students reported increased confidence in performing physics calculations after lab experiments, while 60% felt their understanding of complex concepts could be enhanced through hands-on activities. Furthermore, 75% of students believed practical experiments helped them retain physics concepts better than theory alone, and 87% of teachers agreed that regular exposure to laboratory activities boosts student performance in assessments. Collectively, these findings highlight the need to enhance hands-on laboratory practices to improve student engagement and achievement in physics. The research recommends curriculum developers to create structured hands-on activities aligned with theoretical concepts and incorporate diverse instructional strategies. NESA needs to integrate practical assessments into evaluations, while the Ministry of Education should allocate resources for improving laboratory facilities and provide professional development for teachers.

We report a series of three experiments designed to examine the effect of posture on tactile temporal processing. Observers reported which of two tactile stimuli, presented to the left and right index fingers (experiments 1 – 3; or thumb, experiment 3), was perceived first while adopting one of two postures—hands-close (adjacent, but not touching) or hands-far (1 m apart)—in the dark. Just-noticeable differences were significantly smaller in the hands-far posture across all three experiments. In the first two experiments we compared hand versus foot responses and found equivalent advantages for the hands-far posture. In the final experiment the stimuli were presented to either the same or different digit on each hand (index finger or thumb) and we found that only when the same digit on each hand was stimulated was there an advantage for the hands-far posture. The finding that temporal precision was better with greater distance contradicts predictions based on attention-switching models of temporal-order judgments, and also contrasts with results from similar experimental manipulations in other modalities (eg vision). These results provide support for a rapid and automatic process that transforms the representation of a tactile stimulus from a skin-centred reference frame to a more external (eg body-centred or allocentric) one.

In engineering the pedagogical content of most formative programmes includes a significant amount of practical laboratory hands-on activity designed to deliver knowledge acquisition from actual experience alongside traditional face-to-face classroom based lectures and tutorials; this hands-on aspect is not always adequately addressed by current e-learning platforms.
 An innovative approach to e-learning in engineering, named computer aided engineering education (CAEE) is about the use of computer aids for the enhanced, interactive delivery of educational materials in different fields of engineering through two separate but related components; one for classroom and another for practical hands-on laboratory work. The component for hands-on laboratory practical work focuses on the use of mixed reality (video-based augmented reality) tools on mobile devices/platforms. 
 This paper presents the computer aided engineering education (CAEE) implementation of a laboratory experiment in micro-electronics that highlights some features such as the ability to closely implement an existing laboratory based hands-on experiment with lower associated costs and the ability to conduct the experiment off-line while maintaining existing pedagogical contents and standards.

Reactivation of several model 5 (vacuum tube) Grass polygraphs for active hands-on laboratory experiments by small student groups, in contrast to demonstrations and pretaped illustrations of physiological principles, resulted in remarkable rejuvenation of interest and excitement for learning in premed and introductory science classes at Taylor University. Accurate and perceptive observations were performed on the students themselves, each recording his own electrocardiogram, for example, as well as direct recordings from the pithed frog, the turtle heart, the anesthetized rabbit, and noninvasive recordings from students subjects during exercise. In the latter experiment, sweat recruitment patterns were recorded initially on the lower extremities, followed by successive appearances on thigh and abdomen and with final occurrence on the upper extremities and face. To our knowledge, this is the first report of such recruitment patterns during exercise. Results of actual student participation, with organized group discussions, convince us that laboratory teaching remains the premiere mechanism for teaching and learning organ-system physiology.

Mastering in science concepts involves theoretical understanding and experimental scientific investigation. Students who do not master science process skills in science experiments comprehensively cannot solve problems related to the inquiry-discovery approach. Through hybrid learning, science experiments can also be conducted effectively. Hybrid learning is one cohesive learning experience that combines face-to-face and online mode learning. This concept paper identifies the positive impacts of the implementation of a science experiment in hybrid learning based on literature review. After the comprehensive review were made, findings show that through hybrid learning, hands-on science experiments can be performed at home with everyday materials and online support. Furthermore, undergoing hands-on science experiments in hybrid learning produces students who can identify, apply, and incorporate science concepts. In conclusion, hybrid learning becomes an alternative pedagogical method that follows the current needs towards increasing students' interest in exploring science phenomena. Empirical research regarding this topic can be conducted further about the effectiveness of undergoing science experiment by using hybrid learning practice.

COVID-19 pandemic triggers the development of virtual methods in doing the experiments for laboratory classes. However, the virtual methods cannot give the students a hands-on learning experience they should get from laboratory classes. This paper aims to disseminate the Home Experiment program conducted by Mechanical Engineering study program of Sampoerna University. This program is established to allow students to conduct experiments at home so that they obtain the hands-on learning experience during the pandemic. The program is conducted through the Senior Mechanical Laboratory (SML) course, and the result from heat transfer experiment is discussed in this paper. Students are assigned to design the heat transfer experiment (guided by the lecturer), purchase the required components, assemble the components, and conduct the experiment. Aside from submitting a written report, students are also required to submit experimentation videos and present their work in a conference at the end of the semester. It is hoped that this program will become a study case for home-based learning which is crucial during the pandemic situation.

Abstract This study aimed to investigate the effectiveness of additive manufacturing (AM)-based teaching methods compared to traditional methods for teaching the Archimedes experiment in science education. Results showed that the AM method was significantly more effective in enhancing students’ understanding of the Archimedes principle and their ability to apply it to real world scenarios. The customisable and hands on nature of 3D printing also led to higher levels of student engagement and enjoyment. However, limitations were identified in terms of the time, resources, and cost required to set up the 3D printing experiment. Despite these limitations, our study suggests that AM has the potential to revolutionise science education by providing students with a more engaging, hands on, and customisable learning experience.

This work details a science experiment on garlic's antibiotic properties designed to acquaint high school and introductory-level undergraduate students with concepts such as natural antibiotics, bioactive substances, and biosafety. This activity is optimized to be implemented by teachers with limited experience in laboratory activities and/or in poorly equipped schools. A list of materials is provided, along with safety and procedural instructions, discussion topics, and assessment suggestions.

This experiment was designed to investigate the effectiveness of the CDROM hands on instruction program provided by the University of Canberra library by comparing it with demonstration only sessions and a group that received no instruction at all. The results indicated that the hands-on instruction program evaluated did not prove to be superior to a demonstration in providing students with necessary skills to search CDROM databases. A sample of 98 novice users enrolled in Research Skills were randomly allocated to three groups. The first group received hands on instruction on CD-ROM searching. The second group watched a demonstration using a liquid crystal display. The third group acted as a control group and received no instruction. Each group conducted a search on three pre-determined questions. The experiment was conducted in three stages. The first stage was a pretest in which students searched the three search questions. The second stage was instruction. Two groups of students were instructed, either hands on or demonstration. The final stage was a post-test which involved searching the three questions used in the pre-test. The following databases were used in the study: ERIC, MEDLINE and Sports Discus. The results were measured in terms of a number of search terms used, number of retrieved records, number of Boolean operators used, and a appropriate choice of a database. The statistical significance level among the groups was tested by the means of the technique of oneway analysis of variance to test The F test was used to compare differences between the different groups. The results of this experiment indicated that groups of students instructed on either method of instruction, hands-on and demonstration, performed significantly better than the control group. However, there was no significant difference between the two methods of instruction. This research confirms the need for CD-ROM instruction for novice users if CD-ROM databases are to be used effectively by students. Furthermore, this result shows that demonstrations can be used as alternative methods of instruction.

In this thesis a mechatronics education desk is developed. The system developed is a low cost, versatile mechatronics education and teaching environment that aims to facilitate hands-on education of undergradutate level mechatronics students. The desk is formed of three main modules that address the needs of mechatronics education: The WorkDesk, Mechatronic Building Blocks and Experimental Setups. These parts are well designed and presented to form a complete and coordinated solution for mechatronics education. The WorkDesk is a platform devoted to the mechatronics engineering trainee, which provides mechanical, electrical and software prototyping that enables studying, testing and parts integration for mechatronic projects. The components building up the WorkDesk are selected or developed to facilitate mechatronics design and prototyping. Mechatronic building blocks necessary for mechatronics teaching are identified and selected to be a part of the system. In order to support these modules, low cost custom building blocks are also developed. These include, an autonomous mobile robot kit and a versatile interface board called ready2go. Demonstrative experiments with custom developed building blocks are also presented. Two experimental setups are developed and presented in the scope of the thesis. The setups, Intelligent Money Selector and Heater/Cooler, address and demonstrate many aspects of mechatronic systems as well as aid introducing systems approach in mechatronics education. As a consequence, a mechatronics education desk is developed and presented with many hands-on educational case studies. The system developed forms an extensible and flexible software and hardware architecture and platform that enables integration of additional mechatronics education modules.

Досадашања истраживања указују на позитиван допринос примене ЛЕМ, односно сваке врсте експеримената (ученичких &ndash; УЕ и демонстрационих - ДЕ) знању ученика разредне наставе из интегрисаних природних наука. УЕ подразумевају примену имплицитне инструкције, док демонстрациони експерименти подразумевају примену експлицитне инструкције при њиховом извођењу. Међутим, није довољно истражено када при обрађивању одговарајућег садржаја интегрисаних природних наука, у одређеној старосној доби ученика, треба дати приоритет одређеној врсти екперимената, односно којој врсти инструкција за њихову реализацију. Ово је нарочито значајно када се одређени садржаји, које су ученици учили у претходним разредима (вертикално повезани) усложњавају по квалитету, квантитету и обиму. Једни од таквих садржаја су и садржаји о кретању и особинама материјала у трећем разреду.Основни циљ истраживања у овој докторској дисертацији јесте да се испита: допринос примене ЛЕМ, односно УЕ и ДЕ квалитету и трајности знања ученика трећег разреда о кретању и особинама материјала у односу на традиционалну методу (ТМ), као и разлика у доприносу између примене УЕ и ДЕ на истој варијабли (когнитивни домен); мишљење ученика о доприносу примене ЛЕМ (УЕ и ДЕ) стицању тих знања (афективни домен) као и; корелација између квалитета и трајности знања ученика о одабраним садржајима са њиховим мишљењем о доприносу примене ЛЕМ (УЕ и ДЕ) стицању тих знања (когнитивно-афективни домен). У истраживању је учествовао N = 141 ученик трећег разреда из три основне школе са територије Општине Темерин, који су били подељени у три групе: Е1 (која је одабране садржаје учила уз примену УЕ &ndash; имплицитна инструкција), Е2 (која је одабране садржаје учила уз примену ДЕ &ndash; експлицитна инструкција) и К (која је исте садржаје учила уз примену ТМ &ndash; експлицитна инструкција). Методе итраживања су: метода теоријске анализе, експериментална метода, дескриптивна метода и статистичка метода. Примењене технике су тестирање и анкетирање. Тестирање знања ученика о кретању и особинама материјала спроведено је помоћу теста (пре-теста, пост-теста и ре- теста). Анкетирње је реализовано помоћу анкете (пре-анкете и пост-анкете). Питања у обе анкете су креирана према петостепеној скали Ликертовог типа. Пре-анкетом испитано је мишљење ученика Е1 и Е2 групе пре реализације садржаја о кретању и особинама материјала, како би се стекао увид у њихово мишљење о значају примене ЛЕМ у стицању њихових знања у претходним разредима. Пост-анкетом је испитано мишљење ученика Е1 и Е2 групе после реализације ових садржаја, како би се утврдило да ли је дошло до промене у њиховом мишљењу о значају примене ЛЕМ у стицању њихових знања. Резултати пост- анкете су коришћени и за анализу корелације између знања ученика Е1 и Е2 групе на пост-тесту и ре-тесту са њиховим мишљења о доприносу примене ЛЕМ.ЛЕМ више (у већој мери УЕ, него ДЕ) у односу на ТМ доприноси укупном квалитету и трајности знања ученика о кретању и особинама материјала. Ученици Е1 групе остварили су квалитетнија знања (на нивоу евалуације) у односу на ученике Е2 групе, као и квалитетнија знања (на нивоу анализе, евалуације и синтезе) у односу на ученике К групе. Ученици Е2 групе остварили су квалитетнија знања (на нивоу примене евалуације и синетезе) у односу на ученике К групе. Трајност знања ученика Е1 групе о приближна је трајности знања ученика Е2 групе на свим когнитивним нивоима. Међутим, ученици Е1 групе показали су знатно боље задржавање наученог о одабраним садржајима у односу на ученике К групе на нивоу разумевања, примене и евалуације. Ученици Е2 групе остварили су приближна знања ученицима К групе по трајности на свим когнитивним нивоима.Када се упореде резултати пре-анкете и пост-анкете закључује се да су после реализације садржаја о кретању и особинама материјала помоћу ЛЕМ ученици обе групе показали позитивније мишљење (на пост- анкети) о доприносу примене ЛЕМ стицању њихових знања. Поред наведеног уочено је и то да су ученици Е1 групе показали и знатно позитивније мишљење од ученика Е2 групе о доприносу примене ЛЕМ разумевању одабраних садржаја, њиховој заинтересованости на часовима и развоју социјалне интеракције.Постоји позитивна корелација између квалитета (на нивоу знања, разумевања, примене, анализе и евалуације) и трајности знања (на нивоу знања, разумевања и примене) ученика Е1 групе о одабраним садржајима и њиховог мишљења о доприносу примене ЛЕМ стицању тих знања. Позитивна корелација уочена је и између квалитета (на свим нивоима) и трајности знања (на нивоу знања, разумевања, примене, анализе и евалуације) ученика Е2 групе о одабраним садржајима и њиховог мишљења о доприносу примене ЛЕМ тим знањима. Јача корелација између испитиваних варијабли код ученика Е2 групе у односу на ученике Е1 групе само је производ тога колико су остварене вредности у оквиру сваке варијабле приближне. С обзиром на то да су ученици Е2 групе остварили слабији успех у односу на ученике Е1 групе у оквиру свих испитиваних варијабли (квалитет и трајност знања о одабраним садржајима и мишљење ученика о доприносу примене ЛЕМ тим знањима), важно је нагласити да су остварене вредности (резултати) између њиховог знања и мишљења приближније (што је проузроковало и јачу корелацију), него код ученика Е1 групе (што је проузроковало нешто слабију корелацију).Сугерише се да би садржаје о кретању и особинама материјала у трећем разреду требало реализовати уз примену једноставних експеримената (УЕ и ДЕ), при чему би предност требало дати УЕ, који се реализују уз примену имплицитне инструкције. Већом применом УЕ, у односу на ДЕ; утицало би се не само на квалитет и трајност знања ученика разредне наставе о природи, природним процесима и појавама, него и на њихово позитивно мишљење (ставове) о значају примене ЛЕМ у стицању тих знања, али и на сам развој експерименталних вештина и навика, које су ученицима касније неопходне за што самосталнију примену комплекснијих лабораторијских експеримената (у настави диференцираних природних наука).<br>Dosadašanja istraživanja ukazuju na pozitivan doprinos primene LEM, odnosno svake vrste eksperimenata (učeničkih &ndash; UE i demonstracionih - DE) znanju učenika razredne nastave iz integrisanih prirodnih nauka. UE podrazumevaju primenu implicitne instrukcije, dok demonstracioni eksperimenti podrazumevaju primenu eksplicitne instrukcije pri njihovom izvođenju. Međutim, nije dovoljno istraženo kada pri obrađivanju odgovarajućeg sadržaja integrisanih prirodnih nauka, u određenoj starosnoj dobi učenika, treba dati prioritet određenoj vrsti ekperimenata, odnosno kojoj vrsti instrukcija za njihovu realizaciju. Ovo je naročito značajno kada se određeni sadržaji, koje su učenici učili u prethodnim razredima (vertikalno povezani) usložnjavaju po kvalitetu, kvantitetu i obimu. Jedni od takvih sadržaja su i sadržaji o kretanju i osobinama materijala u trećem razredu.Osnovni cilj istraživanja u ovoj doktorskoj disertaciji jeste da se ispita: doprinos primene LEM, odnosno UE i DE kvalitetu i trajnosti znanja učenika trećeg razreda o kretanju i osobinama materijala u odnosu na tradicionalnu metodu (TM), kao i razlika u doprinosu između primene UE i DE na istoj varijabli (kognitivni domen); mišljenje učenika o doprinosu primene LEM (UE i DE) sticanju tih znanja (afektivni domen) kao i; korelacija između kvaliteta i trajnosti znanja učenika o odabranim sadržajima sa njihovim mišljenjem o doprinosu primene LEM (UE i DE) sticanju tih znanja (kognitivno-afektivni domen). U istraživanju je učestvovao N = 141 učenik trećeg razreda iz tri osnovne škole sa teritorije Opštine Temerin, koji su bili podeljeni u tri grupe: E1 (koja je odabrane sadržaje učila uz primenu UE &ndash; implicitna instrukcija), E2 (koja je odabrane sadržaje učila uz primenu DE &ndash; eksplicitna instrukcija) i K (koja je iste sadržaje učila uz primenu TM &ndash; eksplicitna instrukcija). Metode itraživanja su: metoda teorijske analize, eksperimentalna metoda, deskriptivna metoda i statistička metoda. Primenjene tehnike su testiranje i anketiranje. Testiranje znanja učenika o kretanju i osobinama materijala sprovedeno je pomoću testa (pre-testa, post-testa i re- testa). Anketirnje je realizovano pomoću ankete (pre-ankete i post-ankete). Pitanja u obe ankete su kreirana prema petostepenoj skali Likertovog tipa. Pre-anketom ispitano je mišljenje učenika E1 i E2 grupe pre realizacije sadržaja o kretanju i osobinama materijala, kako bi se stekao uvid u njihovo mišljenje o značaju primene LEM u sticanju njihovih znanja u prethodnim razredima. Post-anketom je ispitano mišljenje učenika E1 i E2 grupe posle realizacije ovih sadržaja, kako bi se utvrdilo da li je došlo do promene u njihovom mišljenju o značaju primene LEM u sticanju njihovih znanja. Rezultati post- ankete su korišćeni i za analizu korelacije između znanja učenika E1 i E2 grupe na post-testu i re-testu sa njihovim mišljenja o doprinosu primene LEM.LEM više (u većoj meri UE, nego DE) u odnosu na TM doprinosi ukupnom kvalitetu i trajnosti znanja učenika o kretanju i osobinama materijala. Učenici E1 grupe ostvarili su kvalitetnija znanja (na nivou evaluacije) u odnosu na učenike E2 grupe, kao i kvalitetnija znanja (na nivou analize, evaluacije i sinteze) u odnosu na učenike K grupe. Učenici E2 grupe ostvarili su kvalitetnija znanja (na nivou primene evaluacije i sineteze) u odnosu na učenike K grupe. Trajnost znanja učenika E1 grupe o približna je trajnosti znanja učenika E2 grupe na svim kognitivnim nivoima. Međutim, učenici E1 grupe pokazali su znatno bolje zadržavanje naučenog o odabranim sadržajima u odnosu na učenike K grupe na nivou razumevanja, primene i evaluacije. Učenici E2 grupe ostvarili su približna znanja učenicima K grupe po trajnosti na svim kognitivnim nivoima.Kada se uporede rezultati pre-ankete i post-ankete zaključuje se da su posle realizacije sadržaja o kretanju i osobinama materijala pomoću LEM učenici obe grupe pokazali pozitivnije mišljenje (na post- anketi) o doprinosu primene LEM sticanju njihovih znanja. Pored navedenog uočeno je i to da su učenici E1 grupe pokazali i znatno pozitivnije mišljenje od učenika E2 grupe o doprinosu primene LEM razumevanju odabranih sadržaja, njihovoj zainteresovanosti na časovima i razvoju socijalne interakcije.Postoji pozitivna korelacija između kvaliteta (na nivou znanja, razumevanja, primene, analize i evaluacije) i trajnosti znanja (na nivou znanja, razumevanja i primene) učenika E1 grupe o odabranim sadržajima i njihovog mišljenja o doprinosu primene LEM sticanju tih znanja. Pozitivna korelacija uočena je i između kvaliteta (na svim nivoima) i trajnosti znanja (na nivou znanja, razumevanja, primene, analize i evaluacije) učenika E2 grupe o odabranim sadržajima i njihovog mišljenja o doprinosu primene LEM tim znanjima. Jača korelacija između ispitivanih varijabli kod učenika E2 grupe u odnosu na učenike E1 grupe samo je proizvod toga koliko su ostvarene vrednosti u okviru svake varijable približne. S obzirom na to da su učenici E2 grupe ostvarili slabiji uspeh u odnosu na učenike E1 grupe u okviru svih ispitivanih varijabli (kvalitet i trajnost znanja o odabranim sadržajima i mišljenje učenika o doprinosu primene LEM tim znanjima), važno je naglasiti da su ostvarene vrednosti (rezultati) između njihovog znanja i mišljenja približnije (što je prouzrokovalo i jaču korelaciju), nego kod učenika E1 grupe (što je prouzrokovalo nešto slabiju korelaciju).Sugeriše se da bi sadržaje o kretanju i osobinama materijala u trećem razredu trebalo realizovati uz primenu jednostavnih eksperimenata (UE i DE), pri čemu bi prednost trebalo dati UE, koji se realizuju uz primenu implicitne instrukcije. Većom primenom UE, u odnosu na DE; uticalo bi se ne samo na kvalitet i trajnost znanja učenika razredne nastave o prirodi, prirodnim procesima i pojavama, nego i na njihovo pozitivno mišljenje (stavove) o značaju primene LEM u sticanju tih znanja, ali i na sam razvoj eksperimentalnih veština i navika, koje su učenicima kasnije neophodne za što samostalniju primenu kompleksnijih laboratorijskih eksperimenata (u nastavi diferenciranih prirodnih nauka).<br>Recent studies indicate that there is a positive contribution of the application of LEM, i.e. of every kind of experiments (student - UE and demonstration - DE) to the knowledge of students of classroom teaching in integrated natural sciences. UEs imply implicit instruction, while demonstration experiments imply explicit instruction in their application. However, it has not been sufficiently investigated when, in addressing the appropriate content of integrated natural sciences, at a given age of the student, priority should be given to a particular type of experiment or to what type of instruction for their realization. This is especially important when certain content which students have learned in previous classes (vertically connected) is complicated on the basis of its quality, quantity and scope. One of these is content about the movement and properties of materials in third grade. The main aim of the research in this doctoral dissertation is to examine the contribution of LEM application i.e. the UE and DE quality and durability of knowledge of third grade students about the movement and properties of materials in relation to the traditional method (TM). Furthermore, it will also look into the difference in contribution between UE and DE application on the same variable (cognitive domain) and students&#39; opinion on the contribution of the application of LEM (UE and DE) to the acquisition of this knowledge (affective domain), as well as the correlation between quality and durability of students&#39; knowledge of selected content with their opinion on the contribution of LEM (UE and DE) application to the acquisition of that knowledge (cognitive-affective domain). This research included N = 141 third grade students from three elementary schools from the territory of Temerin Municipality which were divided into three groups: E1 (which learned selected content using UE - implicit instruction), E2 (which learned selected content using DE - explicit instruction) and K (which learned the same content using TM - explicit instruction). The research methods are as follows: theoretical analysis method, experimental method, descriptive method and statistical method. The used techniques are testing and interviewing. Testing of students&#39; knowledge of movement and material properties was conducted using a test (pre-test, post-test and re-test). Surveys were implemented through a questionnaire (presurvey and post-survey). The questions in both surveys were designed according to a five-point Likert-type scale. Pre-survey examined the opinion of E1 and E2 group students before the realization of the content on movement and material properties, in order to gain insight into their opinion on the importance of applying LEM in acquiring their knowledge in the previous grades. The post-survey examined the opinion of E1 and E2 students after the realization of these contents, in order to determine whether there was a change in their opinion about the importance of applying LEM in acquiring their knowledge. Post-survey results were also used to analyze the correlation between E1 and E2 group students&#39; knowledge on post-test and re-test with their opinions on the contribution of LEM implementation. Compared to TM, LEM contributes more (more UE than DE) to the overall quality and durability of students&#39; knowledge of movement and material properties. E1 group students achieved higher quality (at the level of evaluation) compared to E2 group students, as well as better knowledge (at the level of analysis, evaluation and synthesis) than the K group students. The students of the E2 group achieved higher quality knowledge (at the level of application of evaluation and synthesis) than the students of the K group. The durability of knowledge of E1 group students is approximate to that of E2 students at all cognitive levels. However, the E1 group students showed significantly better retention of the selected content compared to the K group students at the level of understanding, application and evaluation. The E2 group students gained an up-to-date knowledge of the K group students in durability at all cognitive levels. When comparing the results of the pre-survey and the post-survey, it is concluded that after the realization of the content about the movement and the material properties with the LEM, students from both groups showed a more positive opinion (at the post-survey) about the contribution of the application of the LEM to the acquisition of their knowledge. In addition, it was noted that E1 group students showed significantly more positive opinions than E2 group students about the contribution of LEM application to understanding of selected content, their interest in classes and the development of social interaction. There is a positive correlation between the quality (at the level of knowledge, understanding, application, analysis and evaluation) and the durability of knowledge (at the level of knowledge, understanding and application) of E1 group students on selected content and their opinion on the contribution of LEM application to the acquisition of that knowledge. Furthermore, a positive correlation was noticed between the quality (at all levels) and the permanence of knowledge (at the level of knowledge, understanding, application, analysis and evaluation) of E2 group students on selected content and their opinion on the contribution of LEM application to this knowledge. The stronger correlation between the examined variables in the E2 group students compared to the E1 group students is only a product of how the values are close to each variable. Considering that the students of the E2 group achieved less success than the students of the E1 group within all the examined variables (quality and durability of knowledge about the selected contents and students&#39; opinion on the contribution of applying LEM to this knowledge), it is important to emphasize that the achieved values (results) between their knowledge and opinion are closer (which also caused a stronger correlation) than for E1 group students (which caused a slightly weaker correlation). It is suggested that the contents about the movement and properties of the materials in the third class should be realized using simple experiments (UE and DE), with preference given to UEs, which are realized using implicit instruction. Greater use of UEs than DEs; would affect not only the quality and durability of students&#39; knowledge of the classroom teaching about nature, natural processes and phenomena, but also their positive opinion (attitudes) about the importance of applying LEM in acquiring this knowledge, but also to the development of experimental skills and habits itself, which are later necessary for students to apply complex laboratory experiments as independently as possible (in teaching differentiated natural sciences).

碩士<br>中原大學<br>化學研究所<br>92<br>A: Abstract The object of this study is discussing the influence of hands-on experiments on science study of the junior school students. The subjects of study are junior high school students in three classes, whom are taught by the author. Four topics are addressed; (1) The change in the attitude toward the study of “Physics and Chemistry” after taking the “electricity and magnetism” activity designed by the author. (2) The affect on the student’s examination score for those participating the “electricity and magnetism” activity. (3) What and how many concepts did the students gained from the hands-on experiences in the “electricity and magnetism” activity ; (4) What the students think about the hands-on activity in science study. The study show that the confidence, the attitude in studying and belief to the value of the physics and chemistry subject are approaching positive result, though fail to achieve significant correlation after experimental process. However, there is a significant improvement in the student’s examination score, the ranking of the class under study was raised to 13 in mid-term exam in the school from 24 in the previous exam. By studying exam sheet of individual student, the students under study one can conclude that the activity is helpful to the learning of electricity and magnetism. From the interview, the students of experiment group deemed that it is more fun and impressive to study science with hands-on experiment than simply lecturing, and the descriptions in the textbook is more understandable. We also found average numbers of the concepts increased to 2.2 from 1.3 for those students participating the activity. Therefore, hands-on experiments is helpful in concept learning for students. In conclusion, hands-on experiments is a teaching method worthy of trying, diversifies class activities and motivates the students. B: Abstracts In this study, the measurement methods of oxygen contain in air are compared and improvement methods are proposed. Three methods are compared. Firstly, by igniting red phosphorus with electrical lighter and measuring the raised water level in the vessel to calculate the oxygen contain in air to obtain a value of 14 to 17%. Secondly, nickel chrome resistor was used to ignite the red phosphorus repeatedly and the raised water level in the vessel was measured and an average value of 20.2% oxygen content in air was obtained. Thirdly, the oxygen content in air was measured by reacting the NO with the oxygen in air. Therein, to a fixed volume of air in a vessel, a fixed volume of NO was injected every three minutes, the volume of the gas in the vessel was then measured and recorded. By the intersection of the straight lines from the beginning and the last few points in the figure of the volume of the gas in the vessel vs the volume of NO injected the oxygen content of about 20.5% was ontained. This study provides simple and effective measurement methods for the oxygen contain in the air for reference of science teacher.

Title: Electricity and magnetism: Hands-on minds-on approach Author: Věra Koudelková Department: Department of Physics Education Supervisor: Doc. RNDr. Leoš Dvořák, CSc., KDF Abstract: The PhD. thesis is focused on high school students' understanding of electricity and magnetism and on experiments which can help students to develop this understanding. The thesis can be divided into two parts: In the first research part typical misconceptions of high school students in the area of electricity and magnetism are described, both misconceptions known from foreign literature and results of Czech Conceptual Test of Electricity and Magnetism. This test is based on the known Conceptual Survey of Electricity and Magnetism, but unlike it and other conceptual tests in electricity and magnetism this new Czech test is intended for high school students. The second part of the thesis is developmental. It contains methodical materials, lab works and experiments which partly arise from the discovered misconceptions. In this part of the work four learning sequences (we chose topics, which were identified as problematic for students), four laboratory works and 13 experiments are described. Prepared materials were verified during instructions in high school and during conferences for physics teachers. Experiences with them are...

碩士<br>國立高雄師範大學<br>工業科技教育學系<br>104<br>The purpose of this study is to explore the effects of technology learning activities with local cultural characteristics. This study uses the method of action research, uses seventh grade students from junior high as research subjects, the implementation of the two-month total of six lesson course elasticity, three local planning and cultural characteristics - "salt" related to science and technology education activities, so that the study hands-on activities. The researcher collected research data through discussions with cooperating instructors, classroom observation, student interviews, written student information, reflective journals, and it is desirable to enhance the study interest in learning, teaching to solve the plight of those who live teaching. According to results of the study, the researcher finds: (1) With the help of experts, the beforehand designing and planning of teaching activities are concrete and feasible; (2) "The hands-on technology teaching activity" can enhance students’ learning interest, knowledge and skills; (3) The researcher’s growth of curriculum design, content comprehension and teaching skills after carrying out the designing activities and teaching. Keywords: hands-on activities, technology education activities, effectiveness of teaching, action research

碩士<br>國立彰化師範大學<br>科學教育研究所<br>96<br>Teaching Experiments on Junior-Sesondary － from Hands on, to Compass-ruler Graphing, to GSP. The content materials ofthe research were included such topics as theline segment, circle,midpoint, triangle'scircumcenter(excenter),the center of the triangle'sincircle and the triangle'scentroid(threecenters). Fromtheaction researchofthree round teaching experiments which weredesigned better and better by a group of mathematicseducationresearchers, we established suitable geometry topic educational modelthat wasfrom Hands on, to Compass-ruler Graphing, to GSPfor ninth Graders' remedial instruction.Twenty-eighteighth graders from a school inTaichung city participated in this study, and they have no knowledge about it yet. (threestudentsparticipated in round one; five studentsparticipated in round two; twenty studentsparticipated in round three) First round, I taught mathby theGSP directlyin theinitialstage,but I used new teachingstrategyfromcompass and straightedge constructions to GSPin themiddle and laterstage. Second round,that wasfrom hands on, to Compass-ruler graphing, to GSP.Third round, Ifocused on theconnection among three operational tools. Each studentfilled in work sheet in class（1 or 2 hours）andQuestionnaire after finishing class. After 14 hourscurriculum, Itakenathink-aloudexam aboutthreecenters. Students could choose paper, compass and straightedge or GSP to answerthe question.Analyzed teachers and students’ knowledge representation in class byinformation-processing analysis,synthesized the above materials andadjusted, the findingswere as follows: 1. Thestrategy of teachingmathby the GSP directly will fail for the students whose imagesarenot good. 2.With differentoperational tools, teachers usesuitablegeometry mark to askidentical question. That helps students todecrease learning disability. 3. The transformationof threeoperational tools is helpfulforthe student to understand “usingdifferentways solvesidentical question”. 4.According tostudents’ Classroom performance of transformationofoperationaltools and think-aloudexam aboutthreecenters, theGeometry curriculumdesign ofhands on, to compass-ruler graphing, to GSPis working. Keywords: hands on, compass-ruler graphing, GSP

碩士<br>高雄師範大學<br>科學教育研究所<br>98<br>The study investigated how hands-on and virtual experiments of heat and temperature supported 8th-grade students' knowledge integration of heat and temperature, development of experimental ability, and employment of learning strategies. The study employed mixed methods. Thirty-two eighth-grade students in Kaohsiung participated in this study. Data collected included pre-post tests, embedded assessments, and process videos during the hands-on and virtual experiments. The study found that students employed both high-level and low-level learning strategies during the hands-on experiment. Students integrated the concepts of thermal conductivity and equilibrium. In the virtual experiment, students improved their experimental abilities. Students often employed high-level strategies during the virtual experiment. Students also integrated the concepts of thermal conductivity and equilibrium at the molecular level after the virtual experiment.

碩士<br>國立高雄師範大學<br>物理學系<br>104<br>The main purpose of the research is to discuss the influence of hands-on experiments on the 8th graders’ learning motivation and outcome in science class. Experimental Research is taken in the research. The 8th graders in the first year are divided into the experimental group and the control group, and the 8th graders in the second year adopt the same groupings. Two different teaching methods are adopted , the teaching approach integrated with hands- on experiments in experimental groups and the traditional teaching approach in control groups individually. The scores of all the sample students in mid-term exam are taken as the pretest to confirm the homogeneity of all the learners’ learning levels. The other pretest is also done based on “Students’ Motivation toward Science Learning (SMTSL, Tuan, Chin & Shieh, 2005)”. After teaching with different approaches on experimental groups and control groups, the post-test researcher is done. Based on the data from the pretest and post-test, with the method of t-test, the researcher compares the differences in the learning motivation between experimental groups and control groups. In addition, we interview some students from experimental groups based on the interview outline designed by the researcher to know the learning outcome after the teaching approach integrated with hands- on experiments. In addition, with the interview of an observer teacher, the researcher further understands the students’ learning outcome after the teaching approach integrated with hands- on experiments. 1. About learning motivation (1) For all the students in experimental groups, the learning motivations before and after the teaching approach integrated with hands- on experiments are greatly different. (2) For the high achievers in experimental groups, the learning motivations before and after the teaching approach integrated with hands- on experiments are greatly different. (3) For the middle achievers in experimental groups, the learning motivations before and after the teaching approach integrated with hands- on experiments are greatly different. (4) For the low achievers in experimental groups, the learning motivations before and after the teaching approach integrated with hands- on experiments are not greatly different. (5) For all the sample students, the comprehensive learning motivation is not greatly better when the researcher adopts the teaching approach integrated with hands- on experiments than when he adopts the traditional teaching approach. 2. About learning outcome (1) Some of the students in two experimental groups think the teaching approach integrated with hands- on experiments is effective for students to learn scientific concepts, scientific methods and scientific attitude. (2) Some of the students in experimental groups think the teaching approach integrated with hands- on experiments facilitates their answering in the achievement tests. (3) Some of the students in two experimental groups think the teaching approach integrated with hands- on experiments is helpful for them to learn science in class. Based on the results, the researcher suggests as follows. 1. For teaching (1) Teaching approach integrated with hands- on experiments may promote students' learning motivation in science learning, so we suggest teachers adopt more teaching approach integrated with hands- on experiments in their science class. (2) Teaching approach integrated with hands- on experiments is easily-operated, interesting, impressive, and a good way of do-it-yourself. It also triggers learners to think and solve problems to help achieve teaching goods, so the teaching approach integrated with hands- on experiments is suitable for teaching. (3) Classroom management influences the fluency of teaching approach integrated with hands- on experiments, so we suggest teachers maintain the order of group discussions. 2. For future research Experimental Research should be adopted for a whole semester in the hope of providing further reference when science teachers adopt the teaching approach integrated with hands- on experiments.

碩士<br>國立清華大學<br>數理教育研究所碩士在職專班<br>106<br>The purpose of this study is to explore the impact of hands-on experiments on rural elementary school students’ science achievement and attitudes toward science. The quasi experimental design was adopted in this study. The experimental group (hands-on experiments) consists of 61 third-grade to sixth-grade students from public elementary schools in remote areas. The control group (general teaching) consists of 63 third-grade to sixth-grade students from public elementary schools in remote areas. The research instruments include the science achievement test and the attitudes toward science questionnaire. Data were analyzed using one-way ANCOVA. The major findings of this study are as follows: 1. Hands-on experiments can effectively enhance rural elementary school students’ science achievement. 2. Hands-on experiments can effectively enhance rural elementary school students’ attitudes toward science itself, attitudes toward participating in scientific inquiry, and attitudes toward science.

AbstractTechnology-rich creative and collaborative learning environments are believed to offer powerful settings for children to become acquainted with computational concepts through playful ways of learning. This chapter draws on a body of empirical research grounded in a Living Lab environment at Aalborg University in Denmark (Xlab – Design, Learning, Innovation), which functions as an educational mediator of playful workshops offering hands-on experience of technologies and creative approaches to experiment- and explorative-oriented activities, where children and teachers can play to learn. The chapter offers insights into understanding the tensions and potentials of such technology-rich environments for participatory-driven creative learning, providing information on practice-related possibilities for and constraints to implementing technology-rich educational designs in early years education.

AbstractTactile sharing with others facilitates improving communications and augmenting cooperative tasks. An increase of persons sharing tactile sensations increases the effectiveness whereas the area of tactile stimuli given should be investigated for intuitive perception. This study investigated the effect of spatial correspondence between tactile and visual stimuli in identifying tactile stimuli. In the experiment, participants viewed simultaneously two videos of other agents’ hands each rubbing one of three textures and felt their vibrotactile stimuli in two locations. The videos were presented at different locations on the screen (Scene 1$$:$$ : left-right side or Scene 2 &amp; 3$$:$$ : top-bottom) and the vibrotactile stimuli were presented either at the wrists of the left and right hand (Scene 1) or at the upper arm and the wrist of the right arm which either rested on the table (Scene 2) or was hanging down along the body (Scene 3). For each scene, visual and tactile stimuli were either spatially aligned (left and right video with tactile stimuli at the left and right wrist, and top and bottom video with top and bottom location on the right arm) or not. The result showed shorter response times for left-right spatial correspondence and for far (top) and close (bottom) visual stimuli corresponding to distal (wrist) and proximal (upper arm) locations on the body. This implied that the body schematic is an important factor for spatial compatibility of visual and tactile stimuli.

We present a student-lab setup using a multipurpose nonlinear interferometer, enabling exploration of quantum interference and undetected photon sensing for mid-IR imaging and spectroscopy to facilitate hands-on understanding of modern quantum optics.

Laboratory studies are very helpful in teaching, providing experience and making the subject that is being taught more tangible to the student and hence easier to grasp. However, many educational institutions do not have the funding that the establishment and maintenance of a modern laboratory require. The solution to this issue is a remote lab, which would allow anyone to do experiments through the internet, thus giving all students the possibility to study experimental physics using high-level equipment any time and everywhere via the internet. Photovoltaic (PV) devices convert light energy to electrical energy for use in various applications. It is therefore important to understand how a specific PV device works for a range of operational conditions does. As PV systems are becoming more and more common, large numbers of skilled engineers with a greater understanding of all aspects of PV technology, both theoretical and practical, are needed. An online lab allows students to control real equipment through a visual interface and to learn in a user-friendly environment. Remote lab improve the practical knowledge of students as well as allowing them to repeat the experiment at a time suitable for their needs, unlike a physical laboratory. Therefore, a remote laboratory has been developed to allow distance learning students to investigate the energy conversion properties of photovoltaic panels. The purpose of the experiment is to study the effects of temperature and irradiance on PV panels using the characteristic measurement called the IV curve. A group of students from high school were involved in this study. Student's perception of the experience was obtained by means of personal interviews. In conclusion, the remote lab is useful as it enables students from all over the world to investigate the different properties and characteristics of photovoltaic panels.

This workshop introduces experimental design and its key principles, including randomization, replication, and blocking. It features hands-on demonstrations with real-world examples from biomedical experiments with applications across the sciences. By the end, participants will be equipped to design robust, reproducible studies and avoid common pitfalls in experimental research.

This five-day workshop, led by Donald Green from Columbia University, provides a comprehensive guide to designing, executing, and interpreting field experiments across various social science fields. Participants will receive a broad-based introduction to causal inference and experimental designs that address complications such as noncompliance or attrition, while gaining hands-on experience with statistical software and learning best practices for conducting scientifically rigorous and ethically sound research.

This workshop provides a gentle introduction to RNA-seq data analysis, with a focus on gaining an intuitive understanding of the underlying statistical concepts. Throughout the course, the students will be encouraged to think critically about their experiments, and those of others. They will also gain extensive hands-on experience using RStudio to analyse data from real RNA-seq experiments.

This seminar introduces you to the theory and practice of multilevel modeling, and the logic of causal inference at multiple levels of analysis. The first day introduces you to two-level and three-level analysis, with an emphasis on how to build and interpret HLMs with a theoretically-rigorous foundation to guide estimation and inference. The second day considers how modern methods of causal inference can be applied to multilevel experimental and quasi-experimental designs. The new updated version of the HLM software will be used to illustrate model building and inference in a hands-on way. An official Instats certificate of completion with Professor Raudenbush is provided at the conclusion of the seminar. The seminar offers 2 ECTS Equivalent points for European PhD students.

This seminar will introduce you to advanced meta-analytic methods. Commonly encountered meta-analytic topics and issues will be covered, including meta-regression models, methods for handling multiple effect sizes per study (i.e., dependent effect sizes), missing data, publication bias, meta-analysis SEM, and single-case experiments meta-analysis. During this seminar, participants will learn how to use RStudio to model these commonly encountered complexities. Hands-on exercises will be incorporated throughout the seminar. An official Instats certificate of completion is provided at the conclusion of the seminar. For European PhD students, each seminar offers 2 ECTS Equivalent points.

This seminar will introduce you to advanced meta-analytic methods. Commonly encountered meta-analytic topics and issues will be covered, including meta-regression models, methods for handling multiple effect sizes per study (i.e., dependent effect sizes), missing data, publication bias, meta-analysis SEM, and single-case experiments meta-analysis. During this seminar, participants will learn how to use RStudio to model these commonly encountered complexities. Hands-on exercises will be incorporated throughout the seminar. An official Instats certificate of completion is provided at the conclusion of the seminar. For European PhD students, each seminar offers 2 ECTS Equivalent points.

This seminar, taught by Professor Raudenbush, will introduce you to the theory and practice of multilevel modeling, and the logic of causal inference at multiple levels of analysis. The first day introduces you to two-level and three-level analysis, with an emphasis on how to build and interpret HLMs with a theoretically-rigorous foundation that will guide estimation and inference. The second day considers how modern methods of causal inference can be applied to multilevel experimental and quasi-experimental designs. The new and substantially updated version of the HLM software will be used to illustrate model building and inference in a hands-on way. All participants will receive a free 60-day trial license to this exciting update to the classic HLM software from Scientific Software International, and a 20% discount on a future purchase of HLM. An official Instats certificate of completion with Professor Raudenbush is provided at the conclusion of the seminar. The seminar offers 2 ECTS Equivalent points for European PhD students.

Emissions from trash burning represent an important component of regional air quality, especially in countries such as India where the practice of roadside, residential, and municipal trash burning is highly prevalent. However, research on trash emissions is limited due to difficulties associated with measuring a source that varies widely in composition and burning characteristics. To investigate trash burning in India, a collaborative program was formed among RTI, Duke University, and the India Institute of Technology (IIT) in Gandhinagar, involving both senior researchers and students. In addition to researching emission measurement techniques, this program aimed to foster international partnerships and provide students with a hands-on educational experience, culminating in a pilot study in India. Before traveling, students from Duke and IIT met virtually to design experiments. IIT students were able to visit proposed sites and offer specified knowledge on burning practices prior to the pilot study, allowing potential experiments to be iteratively improved. The results demonstrated a proof of concept of using a low-cost sensor attached to a commercial drone to measure emissions from a municipal dump site. In addition, for small-scale residential and roadside trash burning, a combustor was designed to burn trash in a consistent way. Results suggested that thermocouples and low-cost sensors may offer an affordable way for combustor designers to assess particulate emissions during prototype iterations. More experiences like this should be made available so that future research can benefit from the unique insights that come from having veteran researchers work with students and from forming international partnerships.

Consider a policy maker choosing between programs of unknown impact. She can inform her decision using observational methods, or by running a randomised controlled trial (RCT). The proponents of RCTs would argue that observational approaches suffer from bias of an unknown size and direction, and so are uninformative. Our study treats this as an empirical claim that can be studied. By doing so we hope to increase the value of observational data and studies, as well as better inform the choice to undertake RCTs. We propose a large-scale, standardised, hands-off approach to assessing the performance of observational methods. First, we collect and categorise data from a large number of RCTs in the past 20 years. Second, we implement new methods to understand the size and direction of expected bias in observational studies, and how bias depends on measurable characteristics of programmes and settings. We find that the difference between observational estimators and the experimental benchmark is on average zero, but the resulting observational bias distribution has high variance.