Although history standards generally aim at developing historical consciousness among secondary school students, there is not much research-based knowledge to support making connections between the past, the present and the future in history teaching. This study examines the effects of teaching analogous cases of an enduring human issue in two experimental conditions: one in which grade 10-12 students (n = 460) were actively encouraged to compare cases and to draw analogies with the present and one in which students studied cases without making comparisons or drawing analogies with the present (n = 273). Set against the results of a group of students who followed the usual history curriculum (n = 289), multilevel regression analyses on the collected data revealed that both experimental conditions positively affected students’ appraisals of the relevance of history, more so in the ‘case-comparison’ condition than in the ‘separate-case’ condition. Students in the case-comparison condition also deemed the lesson course more valuable and experienced less difficulty with the applied pedagogical approach than students in the separate-case condition. Case comparison did not negatively affect the acquisition of historical factual knowledge. Implications for further research are discussed.
The authors present the study design and main findings of a quasi-experimental evaluation of the learning efficacy of the Serious Game (SG) 'Hazard Recognition' (HR). The SG-HR is a playable, two-level demonstration version for training supervisors who work at oil and gas drilling sites. The game has been developed with a view to developing a full-blown, game-based training environment for operational safety in the oil and gas industry. One of the many barriers to upscaling and implementing a game for training is the questioned learning efficacy of the game. The authors therefore conducted a study into the game's learning efficacy and the factors that contribute to it. The authors used a Framework for Comparative Evaluation (FCE) of SG, and combined it with the Kowalski model for Hazard Detection and the Noel Burch competence model. Four experimental game sessions were held, two involving 60 professionals working in the oil and gas industry, and two with engineering students and consultants. Relevant constructs were operationalized and data were gathered using pre and post-game questionnaires. The authors conclude that the SG-HR improves players' skills and knowledge on hazard detection and assessment, and it facilitates significant learning efficacy in this topic. The FCE proved very helpful for setting up the evaluation and selecting the constructs.
Background: The importance of clarifying goals and providing process feedback for student learning has been widely acknowledged. From a Self-Determination Theory perspective, it is suggested that motivational and learning gains will be obtained because in well-structured learning environments, when goals and process feedback are provided, students will feel more effective (need for competence), more in charge over their own learning (need for autonomy) and experience a more positive classroom atmosphere (need for relatedness). Yet, in spite of the growing theoretical interest in goal clarification and process feedback in the context of physical education (PE), little experimental research is available about this topic. Purpose: The present study quasi-experimentally investigated whether the presence of goal clarification and process feedback positively affects students’ need satisfaction and frustration. Method: Twenty classes from five schools with 492 seventh grade PE students participated in this quasi-experimental study. Within each school, four classes were randomly assigned to one of the four experimental conditions (n = 121, n = 117, n = 126 and n = 128) in a 2 × 2 factorial design, in which goal clarification (absence vs. presence) and process feedback (absence vs. presence) were experimentally manipulated. The experimental lesson consisted of a PE lesson on handstand (a relatively new skill for seventh grade students), taught by one and the same teacher who went to the school of the students to teach the lesson. Depending on the experimental condition, the teacher either started the lesson explaining the goals, or refrained from explaining the goals. Throughout the lesson the teacher either provided process feedback, or refrained from providing process feedback. All other instructions were similar across conditions, with videos of exercises of differential levels of difficulty provided to the students. All experimental lessons were observed by a research-assistant to discern whether manipulations were provided according to a condition-specific script. One week prior to participating in the experimental lesson, data on students’ need-based experiences (i.e. quantitatively) were gathered. Directly after students’ participation in the experimental lesson, data on students’ perceptions of goal clarification and process feedback, need-based experiences (i.e. quantitatively) and experiences in general (i.e. qualitatively) were gathered. Results and discussion: The questionnaire data and observations revealed that manipulations were provided according to the lesson-scripts. Rejecting our hypothesis, quantitative analyses indicated no differences in need satisfaction across conditions, as students were equally satisfied in their need for competence, autonomy and relatedness regardless of whether the teacher provided goal clarification and process feedback, only goal clarification, only process feedback or none. Similar results were found for need frustration. Qualitative analyses indicated that, in all four conditions, aspects of the experimental lesson made students feel more effective, more in charge over their own learning and experience a more positive classroom atmosphere. Our results suggest that under certain conditions, lessons can be perceived as highly need-satisfying by students, even if the teacher does not verbally and explicitly clarify the goals and/ or provides process feedback. Perhaps, students were able to self-generate goals and feedback based on the instructional videos.
Currently, many novel innovative materials and manufacturing methods are developed in order to help businesses for improving their performance, developing new products, and also implement more sustainability into their current processes. For this purpose, additive manufacturing (AM) technology has been very successful in the fabrication of complex shape products, that cannot be manufactured by conventional approaches, and also using novel high-performance materials with more sustainable aspects. The application of bioplastics and biopolymers is growing fast in the 3D printing industry. Since they are good alternatives to petrochemical products that have negative impacts on environments, therefore, many research studies have been exploring and developing new biopolymers and 3D printing techniques for the fabrication of fully biobased products. In particular, 3D printing of smart biopolymers has attracted much attention due to the specific functionalities of the fabricated products. They have a unique ability to recover their original shape from a significant plastic deformation when a particular stimulus, like temperature, is applied. Therefore, the application of smart biopolymers in the 3D printing process gives an additional dimension (time) to this technology, called four-dimensional (4D) printing, and it highlights the promise for further development of 4D printing in the design and fabrication of smart structures and products. This performance in combination with specific complex designs, such as sandwich structures, allows the production of for example impact-resistant, stress-absorber panels, lightweight products for sporting goods, automotive, or many other applications. In this study, an experimental approach will be applied to fabricate a suitable biopolymer with a shape memory behavior and also investigate the impact of design and operational parameters on the functionality of 4D printed sandwich structures, especially, stress absorption rate and shape recovery behavior.
Synthetic ultra-black (UB) materials, which demonstrate exceptionally high absorbance (>99%) of visible light incident on their surface, are currently used as coatings in photovoltaic cells and numerous other applications. Most commercially available UB coatings are based on an array of carbon nanotubes, which are produced at relatively high temperature and result in numerous by-products. In addition, UB nanotube coatings require harsh application conditions and are very susceptible to abrasion. As a result, these coatings are currently obtained using a manufacturing process with relatively high costs, high energy consumption and low sustainability. Interestingly, an UB coating based on a biologically derived pigment could provide a cheaper and more sustainable alternative. Specifically, GLO Biotics proposes to create UB pigment by taking a bio-mimetic approach and replicate structures found in UB deep-sea fish. A recent study[1] has actually shown that specific fish have melanosomes in their skin with particular dimensions that allow absorption of up to 99.9% of incident light. In addition to this, recent advances in bacterial engineering have demonstrated that it is possible to create bacteria-derived melanin particles with very similar dimensions to the melanosomes in aforementioned fish. During this project, the consortium partners will combine both scientific observations in an attempt to provide the proof-of-concept for developing an ultra-black coating using bacteria-derived melanin particles as bio-based, sustainable pigment. For this, Zuyd University of Applied Sciences (Zuyd) and Maastricht University (UM) collaborate with GLO Biotics in the development of the innovative ‘BLACKTERIA’ UB coating technology. The partners will attempt at engineering an E. coli expression system and adapt its growth in order to produce melanin particles of desired dimensions. In addition, UM will utilize their expertise in industrial coating research to provide input for experimental set-up and the development of a desired UB coating using the bacteria-derived melanin particles as pigment.
An important line of research within the Center of Expertise HAN BioCentre is the development of the nematode Caenorhabditis elegans as an animal testing replacement organism. In the context of this, us and our partners in the research line Elegant! (project number. 2014-01-07PRO) developed reliable test protocols, data analysis strategies and new technology, to determine the expected effects of exposure to specific substances using C. elegans. Two types of effects to be investigated were envisaged, namely: i) testing of possible toxicity of substances to humans; and ii) testing for potential health promotion of substances for humans. An important deliverable was to show that the observed effects in the nematode can indeed be translated into effects in humans. With regard to this aspect, partner Preventimed has conducted research in obesity patients during the past year into the effect of a specific cherry extract that was selected as promising on the basis of the study with C. elegans. This research is currently being completed and a scientific publication will have to be written. The Top Up grant is intended to support the publication of the findings from Elegant! and also to help design experimental protocols that enable students to become acquainted with alternative medical testing systems to reduce the use of laboratory animals during laboratory training.
