A Method to Increase the Power of Monte Carlo Method: Increasing the Number of Iteration
Duygu Koçak
PEDAGOGICAL RES, Volume 5, Issue 1, Article No: em0049
https://doi.org/10.29333/pr/6258
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
Iteration number in Monte Carlo simulation method used commonly in educational research has an effect on Item Response Theory test and item parameters. The related studies show that the number of iteration is at the discretion of the researcher. Similarly, there is no specific number suggested for the number of iteration in the related literature. The present study investigates the changes in test and item parameters resulting from the changes in MC simulation studies based on Item Response Theory. In this respect, the required number of iterations is determined through IRT three-parameter logistics model test and item parameters under different conditions regarding sample size, item number, and parameter restrictions. The results indicate that estimate error can be lowered to a specific point and the test information increases as the number of iterations is increased and that the required number of iterations decreases as the sample size gets larger. However, it is also observed that the required number of iterations increases when intervals that would restrict parameters during data generation process are defined. It is concluded that the number of iterations has a significant impact on estimate results in MC studies and that the required number of iterations depends on the number of conditions and their levels. The more complex and featured the conditions are, the higher number of iterations will be required to achieve estimates without errors.
Keywords: Monte Carlo, simulation, iteration numbers, item response theory
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Experimental Workshops in Student Labs and at School – What Influence do Location and Personality Traits have on Learners’ Motivational Variables?
Kerstin Röllke, Anna-Lena Maak, Annkathrin Wenzel, Norbert Grotjohann
PEDAGOGICAL RES, Volume 5, Issue 1, Article No: em0050
https://doi.org/10.29333/pr/6338
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
To support science education, more than 350 student labs have been established throughout Germany in the last decades. The goal of these out-of-school facilities is to foster the students’ scientific literacy and promote interest in STEM (science, technology, engineering, and mathematics) by providing the students with the opportunity to conduct experiments. Primarily, they are located at universities, other research facilities, or in companies. The present study investigates whether an experimental workshop dealing with DNA in the context of a lab-on-tour model can yield the same motivational outcome in terms of situational interest and flow experience as the same workshop held at a school. 110 high school students participated in the workshop at the authentic biotechnology laboratory teutolab-biotechnologie at Bielefeld University; 177 high school students participated in the workshop, with the same equipment and the same tutors in their biology classrooms at school. The results of (M)ANOVA showed no differences between the groups with respect to the students’ perception of the motivational variables (situational interest and flow experience).
In addition, the study investigated the influence of personality traits: Individual interest was found to have an impact on situational interest and flow experience. In contrast, gender and a student’s biology grade were not found to influence these motivational variables.
In conclusion, an experimental workshop designed for a student lab can be provided as a lab-on-tour model with the same motivational outcome. The professional and technical expertise of specialists in lab work can be used as a valuable support for the educational system.
Keywords: STEM education, student lab, lab-on-tour model, personality traits, individual interest, situational interest, flow
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The Role of the iPad Tablet in Higher Education Science Teaching
Sandra Domjanić Drozdek, Lana Feher Turković, Ana Mojsović Ćuić, Ozren Digula
PEDAGOGICAL RES, Volume 5, Issue 1, Article No: em0051
https://doi.org/10.29333/pr/6339
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
At the University of Applied Health Sciences, the iPad tablets are used at the undergraduate professional study programs Environmental Health Engineering and Laboratory Medical Diagnostics as part of the practical classes in Biology and Chemistry. Four applications are used within the framework of the unit titled “Preparing Solutions”, “Periodic Table”, “Molarity”, “Chemist” and “Beaker”. Within the class on Biology, tablet computer applications are used to cover subject matter dealing with Genetics and Cell Structure (application “Cytogenetics”, “Diseases and disorders”, “Gene Screen”, “Population Genetics” and “Cell World”). Though e-teaching certainly cannot replace the classic course teaching, it is greatly beneficial for easier acquiring of the course subject matter.
Keywords: iPad, higher education, chemistry, biology
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