Learning effectiveness of applying automated music composition software in the high grades of elementary school

The paper is mainly to explore the automated music composition experiences for the students in the high grades of elementary school who are unfamiliar with the professional music theory. The proposed Automated Composition for Music Education (ACME) software was developed to help the students to compose the rhythm and melody themselves, while chord configuration and arrangement are automatically generated. Subsequently, sixth-year students of a non-experimental school were recruited to use the software for the completion of its development. Analysis of learning effectiveness at the reaction level, analysis of learning-level learning effectiveness, correlation analysis of the reaction- and learning-levels learning effectiveness has been performed with a significant result. The correlations between each component of learning effectiveness at the reaction and learning levels were also found. Finally the students in the experimental group using the ACME teaching materials showed a better learning effectiveness at both reaction level and learning level, than those of the students in the comparison group.     

Enhancing skill in constructing scientific explanations using a structured argumentation scaffold in scientific inquiry

Constructing scientific explanations is necessary for students to engage in scientific inquiry. The purpose of this study is to investigate the influence of using a structured argumentation scaffold to enhance skill in constructing scientific explanations in the process of scientific inquiry. The proposed approach is designed to scaffold the following aspects of argumentation: the argumentation process, the explanation structuring, explanation construction, and explanation evaluation. A quasi-experiment was conducted to examine the effectiveness of the structured argumentation scaffold in developing skill in constructing scientific explanations and engaging in electronic dialogues. A web-based collaborative synchronous inquiry system, ASIS (Argumentative Scientific Inquiry System), was utilized to support students as they worked in groups to carry out inquiry tasks. Two intact sixth grade classes (n = 50) participated in the study. The data show that the ASIS with the structured argumentation scaffold helped students significantly improve their skills in constructing scientific explanations, make more dialogue moves for explanation and query, and use more of all four argument components. In addition, the use of warrants, one of the components of an argument, was found to be a critical variable in predicting students' competence with regard to constructing scientific explanations. The results provide references for further research and system development with regard to facilitating students' construction of scientific argumentation and explanations.     

Factors Affecting the Study of Chemistry in Different Countries Around the World: Findings from an International Survey

Improving teaching and student learning in chemistry classrooms is an important goal that is constantly researched. Several comparative studies of science teaching have been carried out on different parameters, e. g. misconceptions which science teachers and students may have regarding the scientific concepts they learn and teach. Here we describe science teaching in general, and chemistry teaching in particular, in 12 countries including Israel. Different parameters are compared, including the hours that are devoted to science, the subjects included, the pedagogy, and teachers′ salaries. The survey covers all school levels: elementary school, secondary school and high school. At the high‐school level, the comparison focused on chemistry studies. In this study the variances variables, such as the hours that are allocated for science teaching, did not show an appreciable effect on students′ achievements. It was also found that, in countries where chemistry studies at the high‐school level are not mandatory, innovative pedagogies are more likely to replace the traditional chemistry teaching methods where chemistry is taught according to the structure of the subject based on basic concepts that underlie the curriculum. The study provided an additional support to the importance of the professional development of science and chemistry teachers and suggest that the autonomy that is given to them could influence the quality of science teaching and students′ achievements.     

Designing the framework of technological entrepreneurship ecosystem: A grounded theory approach in the context of Iran

The ecosystem approach, as a comprehensive way of understanding multi-aspect environments, has recently gained so much attention in entrepreneurship and innovation studies. The application of this approach has led to the introduction of the currently available ecosystem frameworks that are dealing with some issues such as infirm structure and heterogeneity of components. In this research, by adopting the grounded theory approach in the context of Iran, we defined a novel and comprehensive framework for the technological entrepreneurship ecosystem (TEE). Twenty-six in-depth and semi-structured interviews have been conducted and analysed through a modified grounded theory procedure. Seventy-four secondary sources were added to the study to expand the breadth of our analysis and reach a stronger saturation. The concluded framework comprised of four interconnected layers representing environmental conditions, entity domains, functional realms, and tech-entrepreneurial agents. In addition, we identified some general principles and rules as important underlying aspects of this framework. The inferred components and structure of this novel framework not only could enable us to design the relations between the ecosystem components, but also prompt and support further research on each dimension of the ecosystem.     

An assessment of the efficiency of Spanish schools: evaluating the influence of the geographical,managerial, and socioeconomic features

The aim of the present paper is to explore the efficiency of Spanish schools while simultaneously considering data envelopment analysis (DEA) and multivariate analysis. Test scores from the Program for International Assessment reports are used as outputs while the resources of each institution are considered as inputs to the analysis. The methodology utilized determines the DEA efficiencies under various input/output combinations and the results are interpreted through the application of factor analysis and property‐fitting techniques. The objective of the study is to identify the strengths and weaknesses of each type of school and the connections with the way in which the efficiency is obtained. In the light of the results, the study concludes that there exist differences related with two of the criteria considered: the type of management of the schools and the parental socioeconomic level of the students. However, no differences appear when the geographical location of the institutions is considered to characterize the entities.     

论现象学方法对设计思维的深化及对设计教育的启发

运用现象学的“回到事情本身”与“本质直观”的方法,可以使人们深入理解设计的本质。设计是善的目的及其可视化表达,设计思维是指向“人的自由”的目的思维,设计思维的每个阶段都贯穿着人的自由。设计教育应立足于设计思维的本质,从设计判断力、设计表达力、设计创造力等方面培养学生的自由创造精神。     

环境监测与控制技术专业创新创业改革研究

为充分发挥专业教育对大学生创新创业能力的培养作用，以某高职院校环境监测与控制技术专业创新创业教育为研究对象，从课程体系的建设、课堂教学改革、教师队伍建设、实训基地建设、制度创新等方面进行分析研究，探索创新创业改革的有效路径。     

基于Nvivo12 Plus的劳动教育实践基地评定标准分析

劳动教育是培养人全面发展的重要组成部分,劳动教育实践基地评定标准对劳动教育基地建设有着重要的引领指导作用。本文采用Nvivo12 Plus对7个省市的劳动教育实践基地评定标准进行编码和归类分析,发现已设立的评定标准体系具有强调安全运行是劳动教育实践基地建设的重心、设施完备是劳动教育实践基地建设的中心、育人功能是劳动教育实践基地建设的核心等一些共同特征,但也存在如忽视对教学反馈的评价、内容过于笼统不够全面、忽视基地师资力量评价、各省指标趋同缺乏指向性等问题。为更好地发挥评定标准体系的引领作用,应将教育基地的教学反馈纳入评定标准体系,明确将师资力量构成列为评估指标,增加体验新兴劳动形态的教育内容,在评定标准中彰显地方特性,使劳动教育实践基地评定标准体系更好服务于劳动教育发展的需要。     

Ultrafine,fine, and black carbon particle concentrations in California child‐care facilities

Although many U.S. children spend time in child care, little information exists on exposures to airborne particulate matter (PM) in this environment, even though PM may be associated with asthma and other respiratory illness, which is a key concern for young children. To address this data gap, we measured ultrafine particles (UFP), PM_2.5, PM₁₀, and black carbon in 40 California child‐care facilities and examined associations with potential determinants. We also tested a low‐cost optical particle measuring device (Dylos monitor). Median (interquartile range) concentrations for indoor UFP, gravimetric PM_2.5, real‐time PM_2.5, gravimetric PM₁₀, and black carbon over the course of a child‐care day were 14 000 (11 000‐29 000) particles/cm³, 15 (9.6‐21) μg/m³, 15 (11‐23) μg/m³, 48 (33‐73) μg/m³, and 0.43 (0.25‐0.65) ng/m³, respectively. Indoor black carbon concentrations were inversely associated with air exchange rate (Spearman's rho = ?.36) and positively associated with the sum of all Gaussian‐adjusted traffic volume within a one‐kilometer radius (Spearman's rho = .45) (P‐values <.05). Finally, the Dylos may be a valid low‐cost alternative to monitor PM levels indoors in future studies. Overall, results indicate the need for additional studies examining particle levels, potential health risks, and mitigation strategies in child‐care facilities.