National Science Education Standards

Dedication Preface Foreword PART I: FRAME OF REFERENCE We begin with the idea of giving students the tools that increase their capacity for learning. The primary role of education is to increase student capacity for personal growth, social growth, and academic learning. Models of Teaching is an avenue to liberate student learning capacity and, by doing so, to help teachers take charge of their lives as teachers. CHAPTER 1: BEGINNING THE INQUIRY Creating Communities of Expert Learners On the whole, students are in schools and classes within those schools. Both need to be developed into learning communities and provided with the models of learning that enable them to become expert learners. We study how to build those learning communities. CHAPTER 2: WHERE MODELS OF TEACHING COME FROM Multiple Ways of Constructing Knowledge The history of teacher researchers comes to us in the form of models of teaching that enable us to construct vital environments for our students. Models have come from the ages and from teacher-researchers who have invented new ways of teaching. Some of these are submitted to research and development and how teachers can learn to use them. Those are the models that are included in this book. CHAPTER 3: STUDYING THE SLOWLY-GROWING KNOWLEDGE BASE IN EDUCATION A Basic Guide Through the Rhetorical Thickets We draw on descriptive studies, experimental studies, and experience to give us a fine beginning to what will eventually become a research-based profession. Here we examine what we have learned about how to design good instruction and effective curriculums. And, we learn how to avoid some destructive practices. CHAPTER 4: MODELS OF TEACHING AND TEACHING STYLES Three Sides of Teaching--Styles, Models, and Diversity We are people and our personalities greatly affect the environments that our students experience. And, as we use various models of teaching our selves -- our natural styles -- color how those models work in the thousands of classrooms in our society. Moreover, those models and our styles affect the achievement of the diverse students in our classes and schools. PART II: THE INFORMATION-PROCESSING FAMILYOF MODELS How can we and our students best acquire information, organize it, and explain it? For thousands of years philosophers, educators, psychologists, and artists have developed ways to gather and process information. Here are several live ones. CHAPTER 5: LEARNING TO THINK INDUCTIVELY Forming Concepts by Collecting and Organizing Information Human beings are born to build concepts. The vast intake of information is sifted and organized and the conceptual structures that guide our lives are developed. The inductive model builds on and enhances the inborn capacity of our students. CHAPTER 6: ATTAINING CONCEPTS Sharpening Basic Thinking Skills Students can develop concepts. They also can learn concepts developed by others. Concept attainment teaches students how to learn and use concepts and develop and test hypotheses. CHAPTER 7: THE PICTURE-WORD INDUCTIVE MODEL Developing Literacy across the Curriculum Built on the language experience approach, the picture-word inductive model enables beginning readers to develop sight vocabularies, learn to inquire into the structure of words and sentences, write sentences and paragraphs, and, thus, to be powerful language learners. In Chapter 19 the outstanding results from primary curriculums and curriculums for older struggling readers are displayed. CHAPTER 8: SCIENTIFIC INQUIRY AND INQUIRY TRAINING The Art of Making Inferences From the time of Aristotle, we have had educators who taught science-in-the-making rather than teaching a few facts and hoping for the best. We introduce you to a model of teaching that is science on the hoof, so to speak. This model has had effects, among other things, on improving the capacity of students to learn. We concentrate on the Biological Sciences Study Group, where for 40 years science teachers have shared information and generated new ideas. And, Inquiry training is a "best yet" model for teaching basic inquiry skills. CHAPTER 9: MEMORIZATION Getting the Facts Straight Memorization has had something of a bad name, mostly because of deadly drills. Contemporary research and innovative teachers have created methods that not only improve our efficiency in memorization, but also make the process delightful. CHAPTER 10: SYNECTICS The Arts of Enhancing Creative Thought Creative thought has often been thought of as the province of a special few, and something that the rest of us cannot aspire to. Not so. Synectics brings to all students the development of metaphoric thinking -- the foundation of creative thought. The model continues to improve. CHAPTER 11: LEARNING FROM PRESENTATIONS Advance Organizers Learning from presentations has almost as bad a name as learning by memorization. Ausubel developed a system for creating lectures and other presentations that will increase learner activity and, subsequently, learning. PART III: THE SOCIAL FAMILY OF MODELS Working together might just enhance all of us. The social family expands what we can do together and generates the creation of democracy in our society in venues large and small. In addition, the creation of learning communities can enhance the learning of all students dramatically. CHAPTER 12: PARTNERS IN LEARNING From Dyads to Group Investigation Can two students who are paired in learning increase their learning? Can students organized into a democratic learning community apply scientific methods to their learning? You bet they can. Group Investigation can be used to redesign schools, increase personal, social, and academic learning among all students, and -- is very satisfying to teach. CHAPTER 13: THE STUDY OF VALUES Role Playing and Public Policy Education Values provide the center of our behavior, helping us get direction and understand other directions. Policy issues involve the understanding of values and the costs and benefits of selecting some solutions rather than others. In these models, values are central. Think for a moment about the issues that face our society right now -- research on cells, international peace, including our roles in Iraq and the rest of the Middle East, the battle against AIDS, poverty, and who controls the decisions about pregnancy and abortion. Not to mention just getting along together. PART IV: THE PERSONAL FAMILY OF MODELS The learner always does the learning. His or her personality is what interacts with the learning environment. How do we give the learner centrality when we are trying to get that same person to grow and respond to tasks we believe will enhance growth? CHAPTER 14: NONDIRECTIVE TEACHING The Learner at the Center How do we think about ourselves as learners? As people? How can we organize schooling so that the personalities and emotions of students are taken into account? Let us inquire into the person who is the center of the education process. CHAPTER 15: DEVELOPING POSITIVE SELF-CONCEPTS The Inner Person of Boys and Girls, Men and Women If you feel great about yourself, you are likely to become a better learner. But you begin where you are. Enhancing self concept is a likely avenue. The wonderful work by the SIMs group in Kansas (see Chapter 3) has demonstrated how much can be accomplished. PART V: THE BEHAVIORAL SYSTEMS FAMILY OF MODELS We are what we do. So how do we learn to practice more productive behaviors? Let's explore some of the possibilities. CHAPTER 16: LEARNING TO LEARN FROM MASTERY LEARNING Bit by bit, block by block, we climb our way up a ladder to mastery. CHAPTER 17: DIRECT INSTRUCTION Why beat around the bush when you can just deal with things directly? Let's go for it! However, finesse is required, and that is what this chapter is all about. CHAPTER 18: LEARNING FROM SIMULATIONS Training and Self-Training How much can we learn from quasi-realities? The answer is, a good deal. Simulations enable us to learn from virtual realities where we can experience environments and problems beyond our present environment. Presently, they range all the way to space travel, thanks to NASA and affiliated developers. PART VI: INDIVIDUAL DIFFERENCES, DIVERSITY, AND CURRICULUM The rich countryside of humanity makes up the population of our schools. The evidence suggests that diversity enhances the energy of schools and classrooms. However, some forms of teaching make it difficult for individual differences to flourish. We emphasize the curriculums and models of teaching that enable individual differences to thrive. CHAPTER 19: LEARNING STYLES AND MODELS OF TEACHING Making Discomfort Productive By definition, learning requires knowing, thinking, or doing things we couldn't do before the learning took place. Curriculums and teaching need to be shaped to take us where we haven't been. The trick is to develop an optimal mismatch in which we are pushed but the distance is manageable. CHAPTER 20: EQUITY Gender, Ethnicity, and Socioeconomic Background The task here is to enable differences to become an advantage. The best curriculums and models of teaching do just that. In other words, if differences are disadvantages, it is because of how we teach. CHAPTER 21: CREATING AND TESTING CURRICULUMS The Conditions of Learning Robert Gagne's framework for building curriculums is discussed and illustrated. This content is not simple, but it is powerful. CHAPTER 22: TWO WORDS ON THE FUTURE The Promise of Distance Learning and Using Models of Teaching to Ensure that No Child is Left Behind. Afterword APPENDIX PEER COACHING GUIDES Related Literature and References Index

教学模式 = Models of Teaching

Induction heating and in vitro cytotoxicity studies of MnZnFe2O4 nanoparticles for self-controlled magnetic particle hyperthermia

In this study, the effects of different precursor concentrations on the growth and characteristics properties of the zinc oxide (ZnO) nanorods (NRs) synthesized by using modified and conventional chemical bath deposition (CBD) methods were investigated. The morphologic, structural and optical properties of synthesized ZnO NRs with different precursor concentrations were studied using various characterization techniques. The experimental results show that the varying precursor concentration of the reactants has a remarkable and significant effect on the growth and characteristics properties of ZnO NRs. In addition, the characteristic properties of ZnO NRs grown using the modified method showed significantly improved and enhanced properties. The average length of grown ZnO NRs increased with increased precursor concentration; it can be seen that longer ZnO NRs have been investigated using the modified CBD methods. The ZnO NRs synthesized at 0.05 M using the modified method were grown with high aspect ratios than the ZnO NRs grown using conventional means which were 25 and 11, respectively. The growth rate increased with increased precursor concentration; it can be observed that a higher growth rate was seen using the modification CBD method. Furthermore, XRD results for the two cases reveal that the grown ZnO samples were a nanorod-like in shape and possessed a hexagonal wurtzite structure with high crystal quality. No other phases from the impurity were observed. The diffraction peaks along (002) plane became higher, sharper and narrower as precursor concentration increased, suggesting that the crystalline quality of ZnO NRs grown using the modified method was more enhanced and better than conventional methods. However, optical studies show that the transmittance at each concentration was more than two times higher than the transmittance using the modified CBD method. In addition, optical studies demonstrated that the ZnO NRs grown by using modified and conventional methods had a direct Eg in the range of (3.2–3.26) eV and (3.15–3.19) eV, respectively. It was demonstrated in two methods that ZnO NRs grown at a precursor concentration 0.05 M gave the most favorable result, since the NRs had best characteristic properties.

https://www.mdpi.com/2073-4352/10/5/386/pdf

Enhancement of ZnO Nanorods Properties Using Modified Chemical Bath Deposition Method: Effect of Precursor Concentration

Physicochemical characterization of Pakistani clay for adsorption of methylene blue: Kinetic, isotherm and thermodynamic study

The nanoparticle based on natural bentonite from Pahae village had been prepared using co-precipitation method. Bentonite was dried in the oven at 100°C during a week. Bentonite is crushed using a mortal and milled by planetary ball mill to obtain the powder form. Further, the bentonite powder is activated with chemical reaction by dissolves the 50 g bentonite to 100 ml of HCl at 10 M. The magnetic stirrer was employed to mix the solution at 300 rpm and temperature 70°C. After that, the bentonite solution is washed using distilled water until the pH is neutral. The bentonite powder is calcined at temperature of 600°C for 1 hour with fix increment 150°C. Finally, the powder is given High Energy Milling (HEM) treatment for 30 minutes to obtain the particle size. The X-ray Difractometer (XRD) and Scanning Electron Microscope (SEM) were used to characterize. From the characterization results it is reported that the average of bentonite nanoparticle size is 35.26 nm and the chemical constituents of natural ben...

Preparation and characterization of natural bentonite in to nanoparticles by co-precipitation method

Earth-abundant mineral limestone obtained from North Sumatera, Indonesia, has been utilized to synthesize nano-hydroxyapatite (HAp). Although HAp is biocompatible to the human bone, its antibacterial activity is still very low. Herein, different metal ions (i.e., Ag, Cu, Zn, and Mg) were doped into HAp to improve the antibacterial activity. The as-synthesized HAp was characterized by X-ray ray diffraction (XRD), field-emission scanning electron microscope (FE-SEM), energy disperse spectroscopy (EDS), Fourier transmission infrared spectroscopy (FTIR), X-ray photoelectron spectroscopy (XPS), and Brunauer–Emmett–Teller (BET). The antibacterial test showed that the performance of HAp to inactivate bacterial growth was significantly improved after incorporating the metal ion dopants into HAp. Ag-HAp exhibited the highest activity toward E. coli and S. aureus with an antibacterial rate of 99.9 ± 0.1%, followed by Zn-HAp, Cu-HAp, and Mg-HAp.

/pdf/synthesis-and-characterizations-of-natural-limestone-derived-12f7inz4pj.pdf

Synthesis and characterizations of natural limestone-derived nano-hydroxyapatite (HAp): a comparison study of different metals doped HAps on antibacterial activity

A dye-sensitized solar cell (DSSC) device using Mg-doped Zn thin films as photoanode and fruit extract of rose myrtle (Rhodomyrtus tomentosa) as the natural dye was investigated. The effect of annealing temperature (400-550°C) on the films of photoanode was systematically studied using an X-ray diffractometer (XRD), UV-Visible Near Infrared (UV-Vis NIR) Spectrophotometer, scanning electron microscopy (SEM), and energy dispersive spectroscopy (EDS). XRD confirm that all sample has the wurtzite hexagonal with crystallite size of 25 nm. The SEM images reveal particles on the surface of the Mg-doped ZnO thin film of irregular shapes. Increasing the annealing temperature leads to a larger particle size and slightly increases bandgap energy. The dye sensitizer of extracted rose myrtle (Rhodomyrtus tomentosa) has a strong absorption at the visible light region. The maximum efficiency of the DSSC device is 3.53% with Mg-ZnO photoanode annealed at 500°C.

/pdf/fabrication-of-dye-sensitized-solar-cells-dssc-using-mg-4ng81v246l.pdf

Fabrication of Dye-Sensitized Solar Cells (DSSC) Using Mg-Doped ZnO as Photoanode and Extract of Rose Myrtle (Rhodomyrtus tomentosa) as Natural Dye

The effect magnesium (Mg) on structural and optical properties of ZnO:Mg thin film by sol-gel spin coating method

Hydroxyapatite synthesis was conducted from broiler eggshell (Gallus-gallus) by using precipitation method. Hydroxyapatite is synthesized from a calcium source that is broiler eggshell. Hydroxyapatite synthesis is done by heating up a 200 mesh by using furnace at the temperature of 600°C for 3 hours. The eggshell is heated for turning the CaCO3 contained into CaO. The precipitation method is carried out by react the calcium source with H3PO4 solution, which functions as a phosphate to obtain hydroxyapatite. Hydroxyapatite obtained was characterized by XRD and FTIR to determine the crystalline phase and to see the functional groups of hydroxyapatite. From the results obtained, the size of crystal is 97.7 nm and the crystal structure is hexagonal. From the results of FTIR characterization, it is known that 3 main groups have formed, namely the phosphate group (PO43−) which appeared at wavenumbers around 562.65 cm−1, 3 896.29 cm−1, 1065.52 cm−1, carbonate group (CO32−) at wave number 1400.00 cm−1 and hydroxyl group (OH−) at wave number 3435.71 cm−1. The result of hydroxyapatite characterization from broiler eggshells indicated that hydroxyapatite has formed well.

Nurdin Siregar

Papers

Preparation and characterization of natural bentonite in to nanoparticles by co-precipitation method

Synthesis and characterizations of natural limestone-derived nano-hydroxyapatite (HAp): a comparison study of different metals doped HAps on antibacterial activity

Fabrication of Dye-Sensitized Solar Cells (DSSC) Using Mg-Doped ZnO as Photoanode and Extract of Rose Myrtle (Rhodomyrtus tomentosa) as Natural Dye

The effect magnesium (Mg) on structural and optical properties of ZnO:Mg thin film by sol-gel spin coating method

Synthesis and characterization of hydroxyapatite from broiler eggshell