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1.
Oecologia ; 203(3-4): 361-370, 2023 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-37889314

RESUMO

Human activities are increasing wildfires and livestock activity in arid ecosystems with potential implications for the spread of invasive grasses. The objective of this study was to test whether fire history and cattle activity alter soil resource gradients, thereby affecting patterns of Bromus rubens L. (red brome) invasion. Six paired burned and unburned transect lines (1-km long) were established in the northeast Mojave Desert along the boundaries of four independent wildfire scars. At 100-m transect increment points, we measured the distance to the two nearest cowpats, and two random points and measured the density, height, biomass, and seed production of red brome, soil moisture and inorganic nitrogen (N). Cattle activity was 29% greater along burned transects compared to unburned transects (P < 0.05). Red brome height, density, and seed production were 11-34% greater along burned transects than unburned transects (P < 0.05). Red brome height, biomass, density, and seed production were twofold to tenfold greater next to cowpats compared to random points (P < 0.05). Soils along burned transects and beneath cowpats had greater soil inorganic N (P < 0.05), which was positively correlated with red brome density, height, biomass, and seed production (R2 = 0.60-0.85, P < 0.0001). Transgenerational effects were evident as seeds from red brome next to cowpats had 27% higher germination than seeds collected from random points. Positive responses of red brome to increased inorganic N related to fire and cattle activity may contribute fine fuel infill that drives invasive grass-fire cycles in deserts.


Assuntos
Incêndios , Incêndios Florestais , Humanos , Bovinos , Animais , Solo , Bromus/fisiologia , Nitrogênio/análise , Ecossistema
2.
PLoS One ; 18(8): e0289464, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-37590212

RESUMO

One of the primary reasons why students leave STEM majors is due to the poor quality of instruction. Teaching practices can be improved through professional development programs; however, several barriers exist. Creating lasting change by overcoming these barriers is the primary objective of the STEM Faculty Institute (STEMFI). STEMFI was designed according to the framework established by Ajzen's Theory of Planned Behavior. To evaluate its effectiveness, the Classroom Observation Protocol for Undergraduate STEM (COPUS) tool was used before and after an intensive year-long faculty development program and analyzed using copusprofiles.org, a tool that classifies each COPUS report into one of three instructional styles: didactic, interactive lecture, and student-centered. We report the success of our program in changing faculty teaching behaviors and we categorize them into types of reformers. Then, thematically coded post-participation interviews give us clues into the characteristics of each type of reformer. Our results demonstrate that faculty can significantly improve the student-centeredness of their teaching practices in a relatively short time. We also discuss the implications of faculty attitudes for future professional development efforts.


Assuntos
Docentes , Capacitação de Professores , Humanos , Estudantes , Academias e Institutos
3.
PLoS One ; 18(1): e0281290, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-36719900

RESUMO

Traditional teaching practices in undergraduate science, technology, engineering, and mathematics (STEM) courses have failed to support student success, causing many students to leave STEM fields and disproportionately affecting women and students of color. Although much is known about effective STEM teaching practices, many faculty continue to adhere to traditional methods, such as lecture. In this study, we investigated the factors that affect STEM faculty members' instructional decisions about evidence-based instructional practices (EBIPs). We performed a qualitative analysis of semi-structured interviews with faculty members from the Colleges of Physical and Mathematical Sciences, Life Sciences, and Engineering who took part in a professional development program to support the use of EBIPs by STEM faculty at the university. We used an ecological model to guide our investigation and frame the results. Faculty identified a variety of personal, social, and contextual factors that influenced their instructional decision-making. Personal factors included attitudes, beliefs, and self-efficacy. Social factors included the influence of students, colleagues, and administration. Contextual factors included resources, time, and student characteristics. These factors interact with each other in meaningful ways that highlight the hyper-local social contexts that exist within departments and sub-department cultures, the importance of positive feedback from students and colleagues when implementing EBIPs, and the need for support from the administration for faculty who are in the process of changing their teaching.


Assuntos
Engenharia , Docentes , Humanos , Feminino , Engenharia/educação , Tecnologia/educação , Estudantes , Matemática , Ensino
4.
CBE Life Sci Educ ; 19(3): ar40, 2020 09.
Artigo em Inglês | MEDLINE | ID: mdl-32870081

RESUMO

Cognitive scientists have recommended the use of test-enhanced learning in science classrooms. Test-enhanced learning includes the testing effect, in which learners' recall of information encountered in testing exceeds that of information not tested. The influence of incentives (e.g., points received) on learners who experience the testing effect in classrooms is less understood. The objective of our study was to examine the effects of incentives in a postsecondary biology course. We administered exams in the course using a quasi-experimental design with low and high point incentives and measured student learning. Although exposure to exams predicted better learning, incentive level did not moderate this effect, an outcome that contradicted recent laboratory findings that higher incentives decreased student recall. We discuss possible explanations of the disparate outcomes as well as the implications for further research on the testing effect in postsecondary biology classrooms.


Assuntos
Aprendizagem , Motivação , Biologia , Objetivos , Humanos , Estudantes
5.
CBE Life Sci Educ ; 19(3): ar39, 2020 09.
Artigo em Inglês | MEDLINE | ID: mdl-32870092

RESUMO

The testing effect is one of the strongest learning techniques documented to date. Although the effects of testing on high-level learning are promising, fewer studies on this have been done. In this classroom application of the testing effect, we aimed to 1) determine whether a testing effect exists on high-level testing; 2) determine whether higher-level testing has an effect on low-level content retention; and 3) determine whether content knowledge, cognitive skill, or additional components are responsible for this effect. Through a series of two experiments, we confirmed a testing effect on high-level items. However, improved content retention due to testing was not observed. We suggest that this high-level testing effect is due to a better ability to apply specific skills to specific content when this application process has appeared on a previous exam.


Assuntos
Cognição , Aprendizagem
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