This paper aims to present the finding of a practical lab assessment used to evaluate students’ mastery of Ohm’s law. The researchers used an approach combining different instruction types and lab formats to examine whether this combination produced a unique effect on students’ performance. This multifaceted approach provided evidence about how assessment design could affect students’ lab performance. The study also discussed various strategies that could guide instructors and curriculum designers about how to incorporate lab tasks into their curriculum to facilitate students’ mastery of subject content.
This study was a quantitative experiment that used a factorial repeated measures design. The design allowed the researchers to measure participants’ task scores and time across different treatment conditions, hence enabling the effects of lab format and instructional type to be observed. All participants were recruited through the convenience sampling strategy.
The results suggested that there was a statistically significant difference in the time taken to complete the task. However, no statistically significant difference was recorded in the participants’ task scores. Overall, it appeared that participants performed better in the simulation-based labs with expository instructions.
The current study contributes to the body of knowledge on the effect of lab format and instructional type on students’ performance in lab-based assessments. The results presented here may also help instructors to determine the most appropriate form of lab formats and instruction types to be used in an electronics course.
This chapter draws on 17 months of ethnographic observations in the Parade department at an American theme park that I call Wonderland. The Parade department is a…
This chapter draws on 17 months of ethnographic observations in the Parade department at an American theme park that I call Wonderland. The Parade department is a homonormative workplace, numerically and culturally dominated by gay men. I examine how this work culture challenges the dominance of heteronormative masculinity often embedded at work through an exploration of backstage interactions among performers. I also explore the gendered and racialized meanings of the camp aesthetic that performers embody. I argue that while Parade culture undermines workplace heteronormative masculinity, it also reproduces the epistemology of the closet through its reliance on the gay/straight binary.
This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated…
This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.
This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.
This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.