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The Scientific Method, as taught in schools, is a false process and a oversimplification of the way scientists actually work, along with missing the point of how to conduct scientific investigations. A real understanding of the Nature of Science comes from student personal experience, using simple problem-solving processes that can be discussed and analyzed. Using the Nature of Science as process for investigating problems helps eliminate many common misconceptions students have about science facts.

ArcGIS offers exceptional abilities and adaptable permitting for applying area-based investigation to your strategic approaches. This software acquires more prominent bits of knowledge utilizing logical devices to picture and investigate your information.

e objective of this study was to test whether information presented on slides during presentations is retained at the expense of information presented only orally, and to investigate part of the conditions under which this effect occurs, and how it can be avoided. Such an effect could be expected and explained either as a kind of redundancy effect due to excessive cognitive load caused by simultaneous presentation of oral and written information, or as a consequence of dysfunctional allocation of attention at the expense of oral information occurring in learners with a high subjective importance of slides. The hypothesized effect and these potential explanations were tested in an experimental study. In courses about literature search and access, 209 university students received a presentation accompanied either by no slides or by regular or concise PowerPoint slides. The retention of information presented orally and of information presented orally and on slides was measured separately in each condition and standardized for comparability. Cognitive load and subjective importance of slides were also measured. The results indicate a "speech suppression effect" of regular slides at the expense of oral information (within and across conditions), which cannot be explained by cognitive overload but rather by dysfunctional allocation of attention, and can be avoided by concise slides. It is concluded that theoretical approaches should account for the allocation of attention below the threshold of cognitive overload and its role for learning, and that a culture of presentations with concise slides should be established.

The main functions of SHREERAM GEMICON PVT. LTD. are: Studying and Selection of Coal Blocks and Evaluation of same for power generation, Steel & Cement plant and having any other matter related with prospecting and mining work. Survey, demarcation and preparation of land use plan. Preparation of application for forest clearance to carry out survey work. Preparation of application for forest clearance carries out drilling work. Complete exploration work involving detailed Topographical survey, drilling, logging, sampling and preparation of geological report with estimation of sector wise, grade wise, category wise and thickness wise reserves. Preparation of mine plan, project report and EIA / EMP. Providing consultancy services in selection of suitable coal mining block. Providing full assistance in obtaining prospecting license, mining lease and clearance from forest Department etc. Providing consultancy services in respect of surveying, mineral exploration and mine planning. Site investigation for plant, dam, bridges etc. including soil samples drilling and testing.

The University College London (UCL) CIBER group will be conducting a study for the JISC and the British Library to investigate how the Google generation searches for information and the implications for the country's major research collections.

This article outlines the main results and methodological challenges of a large-scale survey on actual digital skills. A test covering three main dimensions of digital literacy (theoretical, operational and evaluation skills) was administered to a random sample of 65 third-year high school classes, producing data on 980 students. Items include knowledge questions, situation-based questions and tasks to be performed online. A Rasch-type model was used to score the results. In agreement with the literature, the sample performed better in operational skills, while showing a particularly poor performance regarding evaluation skills (although for this dimension the test shows reliability issues). Through a robust regression analysis we investigate if a skills divide based on ascriptive differences, gender and family cultural background, exists among the students. It emerges that cultural background has a significant effect, which is stronger on operational skills, while gender shows a more definite impact on theoretical knowledge.

The experiences of Chinese learners on two e‐learning programmes in China were investigated, focusing particularly on the formation of learning communities. Data were collected using a range of instruments to access the learners' perspectives in depth and detail. Archer's account of reflexivity as the mediating power between structure and agency is applied to understanding how learners succeeded in one programme in forming a learning community, through their negotiated responses to the existing structural and cultural conditions, whereas little evidence was found of the emergence of learning community in the other case. Further understanding emerges from reappraisal of Confucian philosophy of learning and social relationships, how these influenced the participants' prior learning experiences and how they play a part in their responses to the e‐learning experience.

Realizing the potential for web-based communication provides a challenge for educators. The purpose here is to report students' behavioural and cognitive strategies for active learning when using an unrestricted blog in an academic context. This provides insight into how students are making sense of the incorporation of Web 2.0 technology into higher education. An analytical framework was created to investigate the willingness and competence of students to engage in the social and virtual construction of knowledge. The analysis indicated that, while the students appear to have wanted to complete the task efficiently, the process of critically constructing knowledge was not pursued with vigour. The main implication is therefore that students need to either prepare themselves or be prepared by educators to combine their informal experience of communication technology with academic requirements for actively constructing knowledge in virtual environments.

The composition of matter and investigations into the reactions and properties of various substances is all chemistry is about. Master this foundational science with chemistry homework help and top your class!

The American Society for Ethnohistory website containing information regarding, the Society, its membership, annuual meetings, ethnohistory journal, web resources, links, teaching aids, references and much much more.

For a web-based learning to be truly effective it must be interactive. This means that it is not just a reformatted canned lesson of printed worksheets placed on the web. The web-based activity is inquiry-based and incorporates the full features available on the web - interactivity between computer and student. The learning activity must engage student critical thinking skills by using the scientific inquiry process.