3 pp. / Phenology is defined and described in terms of how we use observations in education and research. Suggestions for implementing phenology lessons using examples from 4-H youth development and Master Gardener and citizen science training.

This quantitative study explored the impact of literacy integration in a science inquiry classroom involving the use of science notebooks on the academic language development and conceptual understanding of students from diverse (i.e., English Language Learners, or ELLs) and low socio-economic status (low-SES) backgrounds. The study derived from a randomized, longitudinal, field-based NSF funded research project (NSF Award No. DRL - 0822343) targeting ELL and non-ELL students from low-SES backgrounds in a large urban school district in Southeast Texas. The study used a scoring rubric (modified and tested for validity and reliability) to analyze fifth-grade school students’ science notebook entries. Scores for academic language quality (or, for brevity, language) were used to compare language growth over time across three time points (i.e., beginning, middle, and end of the school year) and to compare students across categories (ELL, former ELL, non-ELL, and gender) using descriptive statistics and mixed between-within subjects analysis of variance (ANOVA). Scores for conceptual understanding (or, for brevity, concept) were used to compare students across categories (ELL, former ELL, non-ELL, and gender) in three domains using descriptive statistics and ANOVA. A correlational analysis was conducted to explore the relationship, if any, between language scores and concept scores for each group. Students demonstrated statistically significant growth over time in their academic language as reflected by science notebook scores. While ELL students scored lower than former ELL and non-ELL students at the first two time points, they caught up to their peers by the third time point. Similarly, females outperformed males in language scores in the first two time points, but males caught up to females in the third time point. In analyzing conceptual scores, ELLs had statistically significant lower scores than former-ELL and non-ELL students, and females outperformed males in the first two domains. These differences, however, were not statistically significant in the last domain. Last, correlations between language and concept scores were overall, positive, large, and significant across domains and groups. The study presents a rubric useful for quantifying diverse students’ science notebook entries, and findings add to the sparse research on the impact of writing in diverse students’ language development and conceptual understanding in science.

The thesis deals with the practical use of interactive whiteboards in teaching the topics natural numbers to a million, dependence and relations. In the introduction, I compare the general principles of the mathematics teaching and I comment on the documents dealing with the given topic. The work includes a manual and the instructions to my interactive material. The thesis also describes the process of the course material verification. In conclusion, I subjectively evaluate the acquired knowledge in confrontation with reality.

In the introductory part of the dissertation I deal with mathematics for the first classes of elementary schools and applicability for computers in education. The main part contains the methodical manual which helps teachers with orientation in the interactive textbook that I wrote and which describes the work with particular exercises. The next part is aimed for material verification in practice. In conclusion I evaluate results and analyze observations from the experiment.

This diploma thesis is focused on the creation of interactive learning materials in music education lessons. It is divided into four chapters. Initially, it deals with selected music components that we can use in conjunction with an interactive whiteboard. The second chapter focuses on interactive whiteboards, their types and ways of working with them. Here is a description of selected interactive learning materials programs. The last chapter describes the creation of teaching materials in these programs.

The aim of this diploma thesis is to prepare and try to present and practise vocabulary in practice using a interactive whiteboard. Vocabulary topics are based on RVP (FEP) and designed for 6th grade of elementary school. A textbook Way to Win 6 is used as a source and basic material for the topics. This textbook comes precisely from RVP (FEP). I have prepared presentations and practices on the basis of professional literature which are methodically correct. These presentations and practices are connected with a meaning and a spoken and written form of each word. Pupils will be able to use this vocabulary actively after practising.

This diploma thesis is focused on the description and implementation of the API wrapper application, which works on top of computational core ibp bioinformatics. The first half of the thesis is focused on the summary of basic knowledge in the field of DNA research, as well as the specification of the problem and description of selected technologies. The other half deals with the actual implementation, distribution, and evaluation of application applicability on specific DNA sequences.

We will share strategies for paper and digital interactive notebooks to deepen student thinking and promote learning through hands-on investigations that meet the NGSS.

Submitted to the faculty of the School of Informatics in partial fulfillment of the requirements for the degree Master of Science in Chemical Informatics (Laboratory Informatics Specialization), Indiana University, June 2006 / Industry and academic laboratories have long resisted conversion to electronic laboratory notebooks (ELN) while at the same time integrating many other kinds of information systems, most notably laboratory information management systems (LIMS), chromatography data systems (CDS), and scientific data management systems (SDMS), within laboratory operations. Scientists in both academia and industry stand to gain important functionality unavailable with paper notebooks with the adoption of ELNs such as comprehensive searching of notebooks (keyword, result, and molecular structure/substructure searching, for example); distributed availability; and long term access to data. Currently, most laboratory information systems operate independently, requiring manual data entry by users into each individual system. This process creates data and information disparities as well as creating poor referential integrity within experimental metadata. Electronic laboratory notebooks would provide a logical point around which experiment details and observations could be centered electronically. Through an ELN, experimental documentation or metadata could be communicated automatically with a LIMS, SDMS, or CDS without analyst involvement. This “electronically connected” system would allow analysts to perform their responsibilities without the interruption of independent information systems thus increasing analyst productivity and reducing user entry errors into data management systems. The thesis project consisted of two phases: the first phase was the implementation of an ELN and the second phase was the development of a software developer kit (SDK) for LABTrack based on Web Services. In the first phase of the project the adoption of an ELN, was studied within a classroom laboratory (G823 Introduction to Cell Biology) over the course of one academic semester. In the second phase of the project an SDK for LABTrack was developed to allow the importation of information from custom developed applications into LABTrack. Finally, a web portal integrating LABTrack and NuGenesis was developed to demonstrate the capabilities of the LABTrack SDK and existing capabilities of the NuGenesis SDK.

Abstract not included. / Thesis / Master of Arts (MA)