Skip to main content

Home/ Diigo In Education/ Group items tagged science health

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Holly Barlaam

Findings Magazine - 58 views

publications.nigms.nih.gov/findings

NIH science biology health medicine magazine teacher resources resources findings

shared by Holly Barlaam on 09 Dec 11 - Cached
  • Holly Barlaam on 09 Dec 11
     
    Findings--magazine published by National Institutes of Health. Focus is on how science improves health. Many school resources here.
Martin Burrett

Animal, Plant and Bacterial Cells - 86 views

www.sheppardsoftware.com/...index.htm

science biology cell bacteria animals plants interactive whiteboard resources iwb

shared by Martin Burrett on 29 Aug 11 - Cached
  • Martin Burrett on 29 Aug 11
     
    A beautfully made science resource for exploring the different parts of animal, plants and bacterial cells. http://ictmagic.wikispaces.com/science
Linda Lyster

Game for science - Virtual world devoted to science, technology and free educational ga... - 116 views

www.gameforscience.ca

science virtual interactive

shared by Linda Lyster on 14 Dec 10 - Cached
Grace Kat liked it
  • Linda Lyster on 14 Dec 10
     
    "Explore all kinds of virtual islands depending on your interests: health, aeronautics, genomics, environment, engineering and more. You'll find fun games, interesting facts and fascinating photos and videos - all on a science theme. "
Josephine Dorado

Time Travelers Ep 5 - Quantum Entangled - YouTube - 24 views

www.youtube.com/watch

machinima education science energy sustainability health

shared by Josephine Dorado on 29 Jul 12 - No Cached
  • Josephine Dorado on 29 Jul 12
     
    The award winning series, Time Travelers, is an animated adventure series about the future. The series showcases future careers in science such as geoengineering for alternative energy, nanobiolology and neuroscience for learning and health care.
D. S. Koelling

Font Size May Not Aid Learning, but Its Style Can, Researchers Find - NYTimes.com - 110 views

www.nytimes.com/...19mind.html

education undergraduate Learning font

shared by D. S. Koelling on 19 Apr 11 - No Cached
  • Is it easier to remember a new fact if it appears in normal type, like this, or in big, bold letters, like this?
  • Font size has no effect on memory, even though most people assume that bigger is better. But font style does.
  • New research finds that people retain significantly more material — whether science, history or language — when they study it in a font that is not only unfamiliar but also hard to read.
  • ...6 more annotations...
  • “So much of the learning that we do now is unsupervised, on our own,” said Robert A. Bjork, a psychologist at the University of California, Los Angeles, “that it’s crucial to be able to monitor that learning accurately; that is, to know how well we know what we know, so that we avoid fooling ourselves.”
  • “Studying something in the presence of an answer, whether it’s conscious or not, influences how you interpret the question,” Dr. Bjork said. “You don’t appreciate all of the other things that would have come to mind if the answer weren’t there. “Let’s say you’re studying capitals and you see that Australia’s is Canberra. O.K., that seems easy enough. But when the exam question appears, you think: ‘Uh oh, was it Sydney? Melbourne? Adelaide?’ ” That’s why some experts are leery of students’ increasing use of online sites like Cramster, Course Hero, Koofers and others that offer summaries, step-by-step problem solving and copies of previous exams. The extra help may provide a valuable supplement to a difficult or crowded course, but it could also leave students with a false sense of mastery. Even course outlines provided by a teacher, a textbook or other outside source can create a false sense of security, some research suggests. In one experiment, researchers found that participants studying a difficult chapter on the industrial uses of microbes remembered more when they were given a poor outline — which they had to rework to match the material — than a more accurate one.
  • a cognitive quality known as fluency, a measure of how easy a piece of information is to process.
  • On real tests, font size made no difference and practice paid off, the study found.
  • And so it goes, researchers say, with most study sessions: difficulty builds mental muscle, while ease often builds only confidence.
  • To test the approach in the classroom, the researchers conducted a large experiment involving 222 students at a public school in Chesterland, Ohio. One group had all its supplementary study materials, in English, history and science courses, reset in an unusual font, like Monotype Corsiva. The others studied as before. After the lessons were completed, the researchers evaluated the classes’ relevant tests and found that those students who’d been squinting at the stranger typefaces did significantly better than the others in all the classes — particularly in physics. “The reason that the unusual fonts are effective is that it causes us to think more deeply about the material,” a co-author of the study, Daniel M. Oppenheimer, a psychologist at Princeton, wrote in an e-mail. “But we are capable of thinking deeply without being subjected to unusual fonts. Think of it this way, you can’t skim material in a hard to read font, so putting text in a hard-to-read font will force you to read more carefully.” Then again, so will raw effort, he and other researchers said. Concentrating harder. Making outlines from scratch. Working through problem sets without glancing at the answers. And studying with classmates who test one another.
  • D. S. Koelling on 19 Apr 11
     
    Students' raw effort improves learning [No surprise there, huh?]
James Allen

News For Kids - 4 views

www.weeklyreader.com/...74

News currentevents socialstudies

shared by James Allen on 22 Mar 12 - No Cached
  • James Allen on 22 Mar 12
     
    Find Resources About:  Animals(18) Arts & Culture(33) Current Events(42) Environment(16) Government & Politics(26) Health(17) International(14) Kids in the News(12) Our Nation(21) Science(17) Sports(12) Technology(11)
Deborah Baillesderr

CTE Online :: Career & College Ready Starts Here - 32 views

www.cteonline.org

career_college_readiness engineering health_sciences public_services

shared by Deborah Baillesderr on 03 Oct 15 - No Cached
strausss liked it
  • Deborah Baillesderr on 03 Oct 15
     
    "CAREER & COLLEGE READY STARTS HERE" This site has lots of ideas for lessons and activities at high school level in engineering, health sciences, media design and public services.
Martin Burrett

Girls need more positive experiences of ball skills - 3 views

ukedchat.com/...girls-ball-skills

girls sports

shared by Martin Burrett on 29 Mar 19 - No Cached
  • Martin Burrett on 29 Mar 19
     
    "Children's positive perception of moving is an important supporter for natural physical activity and developing motor skills. A study at the University of Jyväskylä suggests that children had high perceptions of motor skills. Some gender differences were identified, however: girls were better in locomotor skills and boys had higher perception and actual skills in ball skills. "Because ball skills are typically utilized in versatile surroundings and good ball skills are a predictor for more frequent physical activity levels in adolescence, we should encourage girls to play more with balls already in early education," says PhD student Donna Niemistö from Faculty of Sport and Health Sciences. "In boys, there could be more locomotor skills like galloping and hopping involved. Niemistö concludes, "All children regardless of gender have a right to have positive and encouraging experiences of movement.""
Bradley Bethel

Mind - Research Upends Traditional Thinking on Study Habits - NYTimes.com - 63 views

www.nytimes.com/...07mind.html

shared by Bradley Bethel on 08 Oct 10 - No Cached
  • Take the notion that children have specific learning styles, that some are “visual learners” and others are auditory; some are “left-brain” students, others “right-brain.” In a recent review of the relevant research, published in the journal Psychological Science in the Public Interest, a team of psychologists found almost zero support for such ideas.
    • Bradley Bethel
      Bradley Bethel on 08 Oct 10
       
      Might there still be reason to present material in multiform ways?
njmatch3

Aristotle: Nicomachean Ethics - 17 views

www.constitution.org/...ethic_01.htm

shared by njmatch3 on 30 Dec 10 - No Cached
  • EVERY art and every inquiry, and similarly every action and pursuit, is thought to aim at some good; and for this reason the good has rightly been declared to be that at which all things aim. But a certain difference is found among ends; some are activities, others are products apart from the activities that produce them. Where there are ends apart from the actions, it is the nature of the products to be better than the activities. Now, as there are many actions, arts, and sciences, their ends also are many; the end of the medical art is health, that of shipbuilding a vessel, that of strategy victory, that of economics wealth. But where such arts fall under a single capacity -- as bridle-making and the other arts concerned with the equipment of horses fall under the art of riding, and this and every military action under strategy, in the same way other arts fall under yet others -- in all of these the ends of the master arts are to be preferred to all the subordinate ends; for it is for the sake of the former that the latter are pursued. It makes no difference whether the activities themselves are the ends of the actions, or something else apart from the activities, as in the case of the sciences just mentioned.
    • njmatch3
      njmatch3 on 30 Dec 10
       
      In this section Aristotle is arguing that
Steve Ransom

The fantasies driving school reform: A primer for education graduates - The Answer Shee... - 5 views

www.washingtonpost.com/...gIQA5vwzLU_blog.html

education reform poverty teachers gr8 speech research black minority poor

shared by Steve Ransom on 14 May 12 - No Cached
  • Richard Rothstein
  • In truth, this conventional view relies upon imaginary facts.
  • Let me repeat: black elementary school students today have better math skills than white students did only twenty years ago.
  • ...11 more annotations...
  • As a result, we’ve wasted 15 years avoiding incremental improvement, and instead trying to upend a reasonably successful school system.
  • But the reason it hasn’t narrowed is that your profession has done too good a job — you’ve improved white children’s performance as well, so the score gap persists, but at a higher level for all.
  • Policymakers, pundits, and politicians ignore these gains; they conclude that you, educators, have been incompetent because the test score gap hasn’t much narrowed.
  • If you believe public education deserves greater support, as I do, you will have to boast about your accomplishments, because voters are more likely to aid a successful institution than a collapsing one.
  • In short, underemployment of parents is not only an economic crisis — it is an educational crisis. You cannot ignore it and be good educators.
  • equally important educational goals — citizenship, character, appreciation of the arts and music, physical fitness and health, and knowledge of history, the sciences, and literature.
  • If you have high expectations, your students can succeed regardless of parents’ economic circumstances. That is nonsense.
  • health insurance; children are less likely to get routine and preventive care that middle class children take for granted
  • If they can’t see because they don’t get glasses to correct vision difficulties, high expectations can’t teach them to read.
  • Because education has become so politicized, with policy made by those with preconceptions of failure and little understanding of the educational process, you are entering a field that has become obsessed with evaluating only results that are easy to measure, rather than those that are most important. But as Albert Einstein once said, not everything that counts can be counted, and not everything that can be counted, counts.
  • To be good educators, you must step up your activity not only in the classroom, but as citizens. You must speak up in the public arena, challenging those policymakers who will accuse you only of making excuses when you speak the truth that children who are hungry, mobile, and stressed, cannot learn as easily as those who are comfortable.
  • Steve Ransom on 14 May 12
     
    An important read for anyone who truly wants to understand what's really important in education and the false reform strategies of our current (and past) administration.
Siri Anderson

Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 41 views

www.nytimes.com/...21memory.html

shared by Siri Anderson on 22 Jan 11 - No Cached
  • found that students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.
  • I think that learning is all about retrieving, all about reconstructing our knowledge,
  • When they are later asked what they have learned, she went on, they can more easily “retrieve it and organize the knowledge that they have in a way that makes sense to them.”
  • ...6 more annotations...
  • But when they were evaluated a week later, the students in the testing group did much better than the concept mappers.
  • “The struggle helps you learn, but it makes you feel like you’re not learning,
  • when we use our memories by retrieving things, we change our access” to that information,
  • What we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later.”
  • They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory
    • Siri Anderson
      Siri Anderson on 23 Jan 11
       
      In the narrative recall version of the test the subjects were made to reread the article numerous times. In the concept mapping version they were directed to read the article once. The different outcomes could just be related to the power of re-reading something. Also, narrative recall isn't what most tests look like. That label is clearly a misnomer.
Chai Reddy

Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 17 views

www.nytimes.com/...21memory.html

tests testing students studying memorization constructivism mapping

shared by Chai Reddy on 21 Jan 11 - No Cached
  • Taking a test is not just a passive mechanism for assessing how much people know, according to new research. It actually helps people learn, and it works better than a number of other studying techniques.
  • “I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”
Matt Renwick

Still more questions than answers about how to treat ADHD - The Washington Post - 16 views

www.washingtonpost.com/...4-aa1a-86135599fb0f_story.html

shared by Matt Renwick on 04 Jun 15 - No Cached
  • Matt Renwick on 04 Jun 15
     
    A change in diet helps some people; for others, solutions are hard to find and often incomplete.
ashleecopper

KUSD Google Apps for Education - 41 views

www.diigo.com/...ee66ea21af3a216bee6fbebc7c165e

1st Grade 2nd Grade 3rd Grade 4th Grade Art Classroom ELA Enrichment Health Individual Kindergarten Math Music Remediation Science Social Studies STEM World Languages kestech

shared by ashleecopper on 24 Jun 15 - No Cached
    • ashleecopper
      ashleecopper on 24 Jun 15
       
      Check out this link (https://www.google.com/edu/products/productivity-tools/) and other Google Apps for Education links. What are some ideas for ways that you could use this in your classroom?
  • ashleecopper on 24 Jun 15
     
    Google Apps provides filtered email to individual students in grades 2 and higher (and to classrooms of kindergarten and 1st grade students). Collaboration and other tools that are available that can be used across all subject areas.
Christophe Gigon

elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views

www.elearnspace.org/...connectivism.htm

connectivism MEMOIRE learning elearning theory collaboration technology community

shared by Christophe Gigon on 09 Dec 08 - Cached
  • Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct.
    • Orlando Gonzalez
      Orlando Gonzalez on 13 Mar 12
       
      Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way.
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged.
    • Mike Burnett
      Mike Burnett on 18 Aug 14
       
      Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
  • Information development was slow.
  • Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
  • ...41 more annotations...
  • Informal learning is a significant aspect of our learning experience.
  • Learning is a continual process, lasting for a lifetime.
  • Technology is altering (rewiring) our brains.
  • Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
  • Principles of connectivism:
  • Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I think it is important for us to realize the importance of connections.
  • The organization and the individual are both learning organisms.
  • Classrooms which emulate the “fuzziness”
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      So what does this look like? I feel that when I attempt this, evaluators and administrators don't necessarily understand. They want a neat, quiet, well-managed, orderly classroom.
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      If new learning approaches are required, then why are we still being evaluated in a linear way?
  • John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
  • The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
  • Knowledge is growing exponentially
  • amount of knowledge
  • is doubling every 18 months
  • To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
  • (the understanding of where to find knowledge needed).
  • know-where
  • learning
  • a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
  • Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
  • knowledge is no longer acquired in the linear manner
  • What is the impact of chaos as a complex pattern recognition process on learning
  • An entirely new approach is needed.
  • Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
  • Meaning-making and forming connections between specialized communities are important activities.
  • Chaos, as a science, recognizes the connection of everything to everything.
  • If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
  • principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
  • Connections between disparate ideas and fields can create new innovations.
  • Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
  • decisions are based on rapidly altering foundations
  • The ability to draw distinctions between important and unimportant information is vital.
  • Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
  • The health of the learning ecology of the organization depends on effective nurturing of information flow.
  • This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
  • This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
  • Diverse teams of varying viewpoints are a critical structure for completely exploring ideas
  • An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
  • As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
    • BalancEd Tech
      BalancEd Tech on 25 Mar 12
       
      Access is not enough. Prior knowledge and understanding is needed. Processing is needed. Evaluation of processing and outputs is needed. Feeding that back into the "system" is needed.
  • learning is no longer an internal, individualistic activity
  • learning is no longer an internal, individualistic activity
1 - 20 of 31 Next ›
Showing 20▼ items per page