The purpose of the research was to determine whether PhET simulation labs or hands-on labs were more effective in helping students learn physics concepts. This measure was done by comparing quiz scores using recall, calculation, and transfer questions. Additionally, student perceptions of learning from both hands-on and simulation lab experiences were measured. Six labs were conducted with high school physics students on the topics of momentum, energy, circuits, angular momentum, pendulums, and friction. It was found that PhET simulation labs were as effective at creating student understanding, and sometimes more effective, as measured by quizzes given after the labs. Additionally, the survey data revealed that students were more engaged by hands-on lab experiences, and viewed the hands-on labs to be more effective than the simulation labs.

No description available.

Experts describe maker education as activities relating to the construction of artifacts that encourage learning through teamwork, problem-solving, and innovation. Teachers in recent years have been turning to maker-centered learning strategies to develop 21st century skills along with emphasizing strong content knowledge focusing on creation and creativity. Previous maker-based learning research focused primarily on the technology and tools associated with these activities; however, little research exists on the teachers'€™ involvement with these learning strategies. The purpose of this phenomenological study was to explore the experiences of teachers currently using maker-centered learning strategies as an instructional practice in grade 5-12 classrooms. Based on the idea of constructing knowledge through active learning, the conceptual framework for this research encompasses multiple learning theories including constructionism, constructivism, experiential learning, and cooperative learning. The research examined the motivation of teachers' using maker-centered learning strategies and the challenges and benefits they have experienced. Data were collected using semistructured interviews and written lived experience descriptions from seven teachers currently using maker-based learning in their classrooms and analyzed using InVivo coding. The participants described their experiences as facilitators in student-centered classrooms that focus on collaboration and learning through failure. Time and assessment are common challenges while increased student engagement and student social and academic growth are common benefits. Experts maintain that maker-centered learning improves 21st century skills and prepares students for success in college, careers, and lifelong learning opportunities.

This thesis has been done in ROM (Royal Ontario Museum) located in Toronto Canada. It focuses on learning in two parts of the museum. It tries to find out how much each part is effective in terms of learning. Studies have been done in the Digital gallery, which has been equipped with digital video projector and workstation that allows visitors to interact with the collections in 2 or 3 dimensional spaces while they are watching the presenting film. The rest of the study was in Hands-on laboratory, which allows students to examine artifacts and discuss their findings .The method was used in this research is Concept mapping .In Digital gallery, 24 schools surveys in the form of pre-post- test by help of the concept mapping method has been done. In Hands-on laboratory, 12 schools have been studied by using the combination of interviewing and written pre post-test of concept mapping.

No abstract available. / Thesis (M.Mus.)-University of Natal, Durban, 1981.

The Teacher Cadet Program began in South Carolina as a means of introducing high school students to the career of teaching. Although implemented in 1986, little research exists about the perspectives of stakeholders in the Teacher Cadet Program. The purpose of this research study was to explore the participants' perspectives concerning the structure and experiences offered in the TCP and describe how those experiences influenced college and career decisions. This qualitative case study investigated how 46 Teacher Cadet participants in a rural public high school perceived their experiences in the Teacher Cadet Program. The study also examined the stories of four participants who represented each of the groups studied. Data collection methods included survey information, interviews, and focus group discussions analyzed using a constant-comparative approach. Focusing on a single site allowed the researcher to explore the stories of program participants and uncovered three elements they viewed as the most important characteristics of the program: the contributions of hands-on experiences, the significance of early exposure to the field of teaching, and the importance of the relationships that were established. Study results provided a framework for understand in the affects of the Teacher Cadet Program on participants. The findings documented overall positive perceptions. This study added to the body of knowledge about the perspectives of stakeholder in the Teacher Cadet Program in regards to the value participants placed on their experiences and subsequently how those experiences influenced their career and college plans.

Thesis--Freiburg. / Includes bibliographical references (p. 103-106).

Researchers have made tremendous advances in robotic grasping in the past decades. On the hardware side, a lot of robot hand designs were proposed, covering a large spectrum of dexterity (from simple parallel grippers to anthropomorphic hands), actuation (from underactuated to fully actuated), and sensing capabilities (from only open/close states to tactile sensing). On the software side, grasping techniques also evolved significantly, from open-loop control, classical feedback control, to learning-based policies. However, most of the studies and applications follow the one-way paradigm that mechanical engineers/researchers design the hardware first and control/learning experts write the code to use the hand. In contrast, we aim to study the interplay between the mechanical and computational aspects in robotic grasping. We believe both sides are important but cannot solve grasping problems on their own, and both sides are highly connected by the laws of physics and should not be developed separately. We use the term "Mechanical Intelligence" to refer to the ability realized by mechanisms to appropriately respond to the external inputs, and we show that incorporating Mechanical Intelligence with Computational Intelligence is beneficial for grasping. The first part of this thesis is to derive hand underactuation mechanisms from grasp data. The mechanical coordination in robot hands, which is one type of Mechanical Intelligence, corresponds to the concept of dimensionality reduction in Machine Learning. However, the resulted low-dimensional manifolds need to be realizable using underactuated mechanisms. In this project, we first collect simulated grasp data without accounting for underactuation, apply a dimensionality reduction technique (we term it "Mechanically Realizable Manifolds") considering both pre-contact postural synergies and post-contact joint torque coordination, and finally build robot hands based on the resulted low-dimensional models. We also demonstrate a real-world application on a free-flying robot for the International Space Station. The second part is about proprioceptive grasping for unknown objects by taking advantage of hand compliance. Mechanical compliance is intrinsically connected to force/torque sensing and control. In this work, we proposed a series-elastic hand providing embodied compliance and proprioception, and an associated grasping policy using a network of proportional-integral controllers. We show that, without any prior model of the object and with only proprioceptive sensing, a robot hand can make stable grasps in a reactive fashion. The last part is about developing the Mechanical and Computational Intelligence jointly --- to co-optimize the mechanisms and control policies using deep Reinforcement Learning (RL). Traditional RL treats robot hardware as immutable and models it as part of the environment. In contrast, we move the robot hardware out of the environment, express its mechanics as auto-differentiable physics and connect it with the computational policy to create a unified policy (we term this method "Hardware as Policy"), which allows RL algorithms to back-propagate gradients w.r.t both hardware and computational parameters and optimize them in the same fashion. We present a mass-spring toy problem to illustrate this idea, and also a real-world design case of an underactuated hand. The three projects we present in this thesis are meaningful examples to demonstrate the interplay between the mechanical and computational aspects of robotic grasping. In the Conclusion part, we summarize some high-level philosophies and suggestions to integrate Mechanical and Computational Intelligence, as well as the high-level challenges that still exist when pushing this area forward.

The purpose of this thesis is to explore and analyze the wealth of intrinsic value that is to be found in compositions originally written for piano duet (two performers at one piano). Only compositions originally conceived for piano duet will be considered transcriptions of works that were at first in the form of piano solo, string quartet, orchestra or any such medium other than piano duet, will not be considered in this writing. Also excluded will be works for piano duet that are not of concert hall use; this paper is concerned with that literature for piano duet which is of a caliber transcending pure pedagogy. Another object of this thesis is to show what a remarkable amount of art has been cast in the form of piano duet literature.

Hands-on learning is at the heart of science learning. This study examined increased changes of student content knowledge in biology, particularly biotechnology, after a hands-on biotechnology intervention was implemented into a secondary school. A traditional learning school was selected for a control. Both teachers had participated in a biotechnology professional development program called Project Crawfish. Students from both schools took the same assessment before and after their respective units (biotechnology intervention and genetics unit), and the classroom was the unit of analysis (n=5, n=6, respectively). The assessment was compared as a whole and then divided into five components, eight questions each: DNA extraction/gel electrophoresis, polymerase chain reaction (PCR), DNA sequencing, bioinformatics, and phylogenetics. The pre-tests were compared to establish a baseline between the two schools. The biotechnology intervention school began with a higher pre-test raw score than the traditional learning school. After adjusting for the pre-test scores, each school was analyzed for increases in student content knowledge and then compared to each other for any significant increases between the two schools. When the entire assessment was analyzed, each school had statistically significant increases in student content knowledge (<0.0001 for the biotechnology intervention school and 0.0481 for the traditional learning school). When the schools were compared to each other, a p-value of 0.0543 provided a suggestive relationship that the biotechnology intervention school had a larger increase in student content knowledge. When the assessment was divided into the five components, the traditional learning school had statistically significant increases in student content knowledge in the PCR and DNA sequencing components (0.0459, 0.0043, respectively). The biotechnology intervention school had statistically significant increases in student content knowledge in all five components. However, there were no significant differences in learning between the two schools. Implementing biotechnology through hands-on teaching methods should be considered by secondary science teachers. Further research would scale up this study to include more classrooms.