| 1. |
|
|
| 2. |
- Anderson, D. C., et al.
(författare)
-
Formaldehyde in the Tropical Western Pacific: Chemical Sources and Sinks, Convective Transport, and Representation in CAM-Chem and the CCMI Models
- 2017
-
Ingår i: Journal of Geophysical Research-Atmospheres. - : American Geophysical Union (AGU). - 2169-897X. ; 122:20, s. 11201-11226
-
Tidskriftsartikel (refereegranskat)abstract
- Formaldehyde (HCHO) directly affects the atmospheric oxidative capacity through its effects on HOx. In remote marine environments, such as the tropical western Pacific (TWP), it is particularly important to understand the processes controlling the abundance of HCHO because model output from these regions is used to correct satellite retrievals of HCHO. Here we have used observations from the Convective Transport of Active Species in the Tropics (CONTRAST) field campaign, conducted during January and February 2014, to evaluate our understanding of the processes controlling the distribution of HCHO in the TWP as well as its representation in chemical transport/climate models. Observed HCHO mixing ratios varied from similar to 500 parts per trillion by volume (pptv) near the surface to similar to 75 pptv in the upper troposphere. Recent convective transport of near surface HCHO and its precursors, acetaldehyde and possibly methyl hydroperoxide, increased upper tropospheric HCHO mixing ratios by similar to 33% (22 pptv); this air contained roughly 60% less NO than more aged air. Output from the CAM-Chem chemistry transport model (2014 meteorology) as well as nine chemistry climate models from the Chemistry-Climate Model Initiative (free-running meteorology) are found to uniformly underestimate HCHO columns derived from in situ observations by between 4 and 50%. This underestimate of HCHO likely results from a near factor of two underestimate of NO in most models, which strongly suggests errors in NOx emissions inventories and/or in the model chemical mechanisms. Likewise, the lack of oceanic acetaldehyde emissions and potential errors in the model acetaldehyde chemistry lead to additional underestimates in modeled HCHO of up to 75 pptv (similar to 15%) in the lower troposphere.
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
- Buckley, Jeffrey, 1992-, et al.
(författare)
-
An exploration into the criteria used in assessing design activities with adaptive comparative judgment in technology education
- 2020
-
Ingår i: Irish Educational Studies. - : Routledge. - 0332-3315 .- 1747-4965.
-
Tidskriftsartikel (refereegranskat)abstract
- The use of design assignments for teaching, learning, and assessment is considered a signature of technology education. However, there are difficulties in the valid and reliable assessment of features of quality within designerly outputs. In light of recent educational reforms in Ireland, which see the introduction of classroom-based assessments centring on design in the technology subjects, it is paramount that the implementation of design assessment is critically considered. An exploratory study was conducted with a first year cohort of initial technology teacher education students (N = 126) which involved them completing a design assignment and subsequent assessment process through the use of adaptive comparative judgement (ACJ). In considering the use of ACJ as a potential tool for design assessment at post-primary level, data analysis focused on criteria used for assessment. Results indicate that quantitative variables, i.e. the amount of work done, can significantly predict performance (R2 =.333, p <.001), however qualitative findings suggest that quantity may simply align with quality. Further results illustrate a significant yet practically meaningless bias may exist in the judgement of work through ACJ (ϕ =.082, p <.01) and that there was need to use varying criteria in the assessment of design outputs.
|
|
| 6. |
- O’Connor, A., et al.
(författare)
-
The experiential domain : Developing a model for enhancing practice in D&T education
- 2016
-
Ingår i: International journal of technology and design education. - : Springer Netherlands. - 0957-7572 .- 1573-1804. ; , s. 1-15
-
Tidskriftsartikel (refereegranskat)abstract
- Creativity and innovation are leading topics for the twenty-first century, not only in individual, cultural or social contexts but also within a wider perspective in business or economic development. For that reason, creative and innovative activities have started to feature in many design-based programs in second level education. Design and Technology (D&T) education has a special importance in promoting creativity and innovation, particularly when conceptual and material aspects of the design process reciprocally support one another. In the classroom, it is common for pupils to take part in creative and innovative activities in pairs or small groups. However, the complex and non-linear nature of these design-based activities calls for dynamic, collaborative problem solving. While collaborative settings and virtual learning environments in D&T education are receiving considerable attention in current research literature, we know very little about shared interactions in design-based activity. Accordingly, there is a need to examine both the collaborative and individual evidence of design-based activity by turning our attention to the interactions around that evidence as teachers and pupils engage in these activities. The purpose of this paper is to examine a pedagogical approach focusing on the social and cognitive interaction of teachers and pupils which is supported by technology and situated in the context of design-based activity. This research found that such interactions not only augmented the design process but led to a conceptual model which demonstrates evidence-based progress through the active configuration of knowledge and understanding.
|
|
| 7. |
- O'Connor, A., et al.
(författare)
-
The psychological domain : Enhancing traditional practice in K-12 education
- 2016
-
Ingår i: Optimizing K-12 Education through Online and Blended Learning. - : IGI Global. - 9781522505082 - 1522505075 - 9781522505075 ; , s. 109-127
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter will attempt to frame the potential of a flexible approach to teaching and learning that provides diagnostic and formative evidence to enhance traditional practice in K-12 education. Commencing with a brief account of the Community of Inquiry model (Garrison, Anderson, & Archer, 2000) as a potential framework for online and blended learning, this chapter investigates what is it about traditional classroom practice that researchers wish to enhance, the challenges facing contemporary systems of online and blended learning, and how new ubiquitous configurations for teaching and learning have become possible. With an emphasis on supporting discourse through the development of social and cognitive behavior, this chapter will endeavor to qualify the processes that evidence psychological development in a ubiquitous learning environment and provide data to inform the relative efficacy of utilizing such processes in the design of a new pedagogical approach.
|
|
| 8. |
- Seery, Niall, et al.
(författare)
-
Assessment and learning : The proximal and distal effects of comparative judgment
- 2017
-
Ingår i: Handbook of Technology Education. - Cham : Springer Nature. ; , s. 1-14
-
Bokkapitel (refereegranskat)abstract
- The endeavor to support creative and innovative activities within the construct of testing, grading, and rewarding in a standardized, reliable, and equitable way is a significant challenge for every subject. Technology education supports the development of a critical and inquisitive disposition (Williams 2011), yet one can question the capacity to effectively and validly measure the capabilities that enact this disposition. This chapter highlights the importance of integrating professional judgment as a means of supporting a more effective assessment of the evidence and actions that allude to the characteristics of a technologically capable person. The chapter discusses the proximal and distal effects of using adaptive comparative judgment (ACJ) as a means of judging evidence of capability so as to demonstrate the validity of the assessment method while supporting the pragmatic requirements of formal education. The chapter also discusses critical aspects of the impact assessment practices have from the perspective of the teacher and the student. The chapter concludes by presenting ACJ as a central approach to effective assessment “as” learning.
|
|
