Scientific Inquiry Level of Nursing Students: Clinching Clinical Performance Expertise

Background: The status of inquisition by the nursing students shall be determined as it will be utilized as a tool to measure their clinical performance expertise as future nursing practitioners. The element of scientific inquiry is essential in providing standard fillers to give meaning to the various practical nursing gaps in the actual field, the hospital ward to be specific. Objective: This research study aims to establish the level of scientific inquiry and clinical performance of undergraduate Arab nursing students. Methods: The researcher utilized descriptive-correlational study as the research design. This is a descriptive study because it describes the level of scientific inquiry and level of clinical performance of the undergraduate Arab nursing students. Results: The finding of the study is that “the majority of the Arab student nurses demonstrate a guided inquiry in their scientific inquiry level”. Most of the Arab student nurses demonstrate a guided inquiry (?= 2.74, SD ± 0.99) in terms of their level of scientific inquiry. Largely, the Arab student nurses have proficient level in their level of clinical performance (?= 87.32, SD ± 12.36). Regression analysis revealed a no significant relationship (r2 = 0.57;adjusted r2 = 0.57;p > 0.005) between the level of scientific inquiry and clinical performance among Arab student nurses. Conclusions: The study concluded that the majority of the Arab student nurses demonstrated a guided inquiry in their scientific inquiry level and a moderately proficient level of clinical performance. Furthermore, the study concluded that the level of scientific inquiry was not significantly related to clinical performance.

Changes in Practicing Teachers’ Self Efficacy in Teaching Scientific Inquiry

Teacher self-efficacy is an important predictor in teacher’s professional career for inquiry-based instruction.This study investigated the factors(gender,educational level,and teaching experience)associated with science teachers’self-efficacy in instructional strategies,classroom management,and student engagement in teaching scientific inquiry.A questionnaire was used for data collection from 47 practicing teachers in state schools in 2018.A General Linear Model(GLM)Univariate analysis using SPSS 21.00 programme was used for data analysis.Fact findings revealed that mean perceived self-efficacy in inquiry-based instruction was considerably high irrespective of gender,education level,and teaching experience.Neither teacher self-efficacy in student engagement nor classroom management did not show statistically significant difference according to gender,education level,and teaching experience.However,results concluded that science teaching experience was a significant predictor of self-efficacy in instructional strategies of inquiry-based instruction.

Consistency Analysis of 2021 College Entrance Examination Chemistry Questions and Curriculum Standards Scientific Inquiry

The SRI analysis tool was used to comprehensively analyze the seven sets of chemistry questions in the 2021 college entrance examination paper from multiple dimensions such as exploratory test questions,various inquiry standards and exploratory levels.The study found that all test papers involve the examination of scientific inquiry literacy;from the perspective of examination objectives,the 2021 college entrance examination questions as a whole focus on the examination of a single inquiry objective;the questions of each examination paper mainly examine three standards:design scheme,evidence processing and obtaining.The conclusion is drawn;the exploratory level of the chemistry questions in several sets of test papers is mostly a high level.

Physical literacy in the field of physical education——A challenge and a possibility

Publications of articles with physical literacy as a topic have increased dramatically since the beginning of 2000 s. The aim of this paper is to,through an explorative literature overview with an inductive approach, analyze frequent, and significant themes in published peer reviewed articles,with a focus on physical literacy. The database EBSCO has been used with the identifiers “physical literacy” and “physical literacy and evidence”.Furthermore ICSSPE Bulletin＇s special issue on physical literacy has been included in the overview. The findings have resulted in three key themes： assumptions of the concept physical literacy and its educative role, sports development and physical literacy, and assessment and physical literacy. Future studies are needed to examine if the advocated pedagogical strategies based on the concept physical literacy have led to a reorganized and revitalized school subject. There is also an existing critique towards making physical literacy an idealistic neutral concept or synonym with fundamental movement skills or sports talent identification. The role of higher education emerges as crucial for the next step of the development of the scientific framework as this involves how physical literacy will be socially configured, nurtured, and embodied in practice.Copyright ó 2015, Shanghai University of Sport. Production and hosting by Elsevier B.V. All rights reserved.

The Historical Logic on the Basic Theory of Physics—A Summary on the Cosmic Continuum Theory

Any scientific system has a unified basic theory. But physics has no unified basic theory in the modern sense. Classical mechanics, relativity and quantum mechanics have their own basic concepts, categories and principles, so none of them can be regarded as true basic theories of physics. Cosmic Continuum Theory holds that the continuity and discreteness of the universe are fundamental issues related to the unification of physics. Because the contradiction between quantum non-locality and local reality is the fundamental obstacle to the unification of physics, while locality and non-locality correspond to the continuity and discreteness of physical reality respectively. The cosmic continuum theory introduces mathematical continuum and axiomatic ideas to reconstruct the basic theory of physics, and by the correspondence of existence and its dimensions to achieve the unification of the essence of physical reality, by introducing the cosmic continuum hypothesis to achieve the unification of the continuity and discreteness of physical reality, by introducing axiomatic methods to achieve formal unification of the foundations on physics. From the perspective of Cosmic Continuum, classical mechanics, relativity and quantum mechanics are no longer the basic theories of physics, but three branch theories of physics that are respectively applicable to macroscopic, cosmoscopic and microcosmic systems.

基于三维质量结构模型构建神经外科患者身体约束护理质量评价指标体系

目的 构建神经外科患者身体约束护理质量评价指标,用于指导护士临床实践工作,持续改进工作流程与质量。方法 以三维质量结构模型为理论指导,通过回顾文献和专家访谈,运用Delphi专家函询法,构建神经外科患者身体约束护理质量评价指标。结果 3轮专家函询问卷的有效回收率均为100%,专家权威系数均>0.9,一、二级的协调系数分别为0.126、0.094(P<0.001),最终确定的评价指标包括一级指标3个,二级指标31个。结论 建立的评价指标科学、规范、内容全面,对神经外科患者身体约束护理质量具有指导作用。

物理化学课程教学创新与实践

物理化学课程内容抽象、繁杂,公式多、概念多,是一门教师难教、学生难学的课程;同时因课程理论推导多、应用实践偏少,且教学评价重结果、轻过程等痛点问题,学生对该课程的学习兴趣不足,造成学生对课程的参与度及课程目标达成度均不高。针对课程教学过程中存在的痛点,该教学革新传统教学方法,由知识传递转向基于问题、任务、案例的探究式教学,构建以问题为导向的创新教学思维;同时基于超星平台,结合PBL教学法,实行“线上+线下”混合教学,让学生由被动学习转向分析问题、解决问题的自主学习,充分感受物理化学的“有趣、有用”;教学中实施多元化评价,强化过程性考核,最终提高学生的学习效果。

ADI模式下培养物理师范生科学推理能力实证研究

当下培养师范生科学推理能力的课程往往脱离真实的科学探究,基于此,本研究对A师范大学物理师范专业“物理实验教学能力训练”课程进行了改革,引入论证驱动(argument-driven inquiry,简称ADI)的教学模式。在师范生进行了一学期的学习后,应用认知网络分析法分析了他们科学推理能力的变化情况。结果表明,本教学模式可以很好地提升师范生的科学推理能力。这为在真实科学探究活动中培养师范生的科学推理能力、提升师范生的素质提供了一个可行方案。

权力技术与主体建构:学前体育的社会学解释框架

学前体育是“幼有所育”“幼有优育”的重要内容与形式,对学前体育政策工具与主体实践的理解是认识学前体育本质内涵与价值指向的重要逻辑起点。借助福柯的权力谱系分析学前体育作为一项“权力技术”如何实现自身成为学前教育的日常化活动,同时论证作为学前体育实践的主体和客体的统一体,幼儿如何借助“自我技术”实现自身主体的建构,以说明学前体育作为国民教育体系的重要组成部分,其终极价值取向是促进儿童的全面发展。认为,在全面推进健康中国的大背景下,学前体育要遵循提升政策引导力、提升科研助推力和提升师资培养力的发展路径。

在物理课程中融入课程思政的实践与思考

新的时代背景下,在课程教学中融入思政元素已经成为了教学的重要方面.结合物理学科的特点,介绍了通过讲述物理学家故事,探讨科学伦理和医学伦理,穿插“积极心理学”内容以及通过物理文化建设来开展课程思政教育的一些具体做法与尝试,以期获得专业教育与思政教育双丰收.

自然地理学与人文地理学深度融合:地理学革新的枢纽

文章针对地理学现状,提出自然地理学与人文地理学深度融合,其含意不止这两分支学科的知识融合,更重要的是从中萃取文理融合思维。而文理融合思维成为地理学创新的枢纽,在3个方面展示了其独特的魅力:地理学新定位为本体文理交叉的基础应用学科;树立本体文理交叉科学观提升地理学人的学术素养,创新地理学高等教育意在培养新型的文理思维融合的地理学人才,三方面革新主要植根于自然地理学和人文地理学的深度融合。由此地理学成为一个包括解决国民经济和社会发展在内许多问题无法替代的学科,以独特的魅力学科挺立于科学之林。

学生自主设计的全息照相实验教学探索

对于已制订实验题目的设计性实验,学生主要的设计任务在于设计实验方案并完成实验操作和分析.结合近代物理实验课程中全息照相实验的教学尝试,介绍设计性实验的教学实施与效果.把全息照相实验作为设计性实验来开展教学,应有“独立设计”与“独立完成”的原则,课前准备、课内操作和成果评价全过程体现以学生为中心的教学特征.相比一般的实验教学类型,独立设计并完成实验的方式呈现出学生的投入程度更高,获得感更强,满足培养应用能力和独立思维的目标要求.全息技术在理论研究、科普推广和实际应用等方面有广泛拓展空间,学生的能力培养可以延伸到课外学习和活动中.

我国特殊体育教学研究的科学知识图谱可视化分析

运用CiteSpace软件对CNKI数据库收录的以“特殊体育教学”为主题的171篇文献进行可视化分析。研究发现:从时间-空间分布上看,研究发文数总体保持稳定,近两年关注度有所升温,福建师范大学和山东体育学院是高产机构。从研究热点上看,可归纳为体育教学内容和目标、体育教学模式、专业化师资建设三个方面。从研究演进上看,2003—2008年为积蓄期,2009—2016年为爆发期,2017年至今为平稳期。从研究趋势上看,在融合教育基础上进一步加强教育公平,研究方向朝向专业化、教育公平等方向转变,反映了该研究与时俱进的特点。

以科学论证能力培养为核心的大学物理教学实践探索

以科学论证能力培养为核心,在大学物理教学中融合中国大学生物理学术竞赛,以问题为牵引,将教学流程分为提出任务阶段、知识学习阶段、自主探究阶段、讨论反思阶段和改进总结阶段五部分,通过探究式教学过程,培养学生严谨的科学思维能力和研究型学习的能力,为拔尖创新人才的培养提供借鉴和参考。

“五位一体”创新教学模式在材料科学与工程基础教学中的应用

材料科学与工程基础是材料学专业的一门重要的专业基础课。作者针对当前学生思维活跃,接受能力强,但理论基础较差,偏好实践性、互动性、多样性教学过程的现状,对该课程采取融合实物演示、趣味课堂活动、科研工具软件演示、趣味实践作业和实物激励法的“五位一体”创新教学模式,从而在课程教学中做到以学生为主体,注重与学生的互动,提升学生学习热情和兴趣,让重难点知识点变得通俗易懂,充满趣味,还有效锻炼学生的动手能力,提高学生思考创新能力,激发、巩固、提升学生对专业的学习兴趣和综合素质。

AIGC视域下科学数据开放共享风险及对策——基于WSR理论分析框架

科学数据是国家战略性资源和重要生产力,基于AIGC技术将其开放共享顺应了开放科学和数字经济发展的趋势,有助于实现数据价值及增值,但同时也产生了不可避免的风险。本文基于WSR方法论,从“物理”“事理”“人理”三个维度构建了理论分析框架,在此基础上,分析了AIGC视域下科学数据开放共享的风险因素,并从技术治理、主体协同、伦理遵循三个方面提出了解决路径,以期为AIGC视域下科学数据的开放共享工作提供有益参考。

前沿科研成果融入高分子物理实验教学——以抗冻性导电离子凝胶的制备与性能研究为例

高分子物理是高分子化学专业和材料类专业的一门专业必修课程,在高分子材料开发和应用中极为重要。以科研促进教学是提高高校教学质量的重要途径。本文以离子液体作为多功能组分(分散相、抗冻剂、增塑剂和导电剂),通过光引发聚合含氟酯类单体(2,2,3,4,4,4-六氟丙烯酸丁酯)和丙烯酸单体制备具有抗冻性的离子凝胶,进一步考察离子液体的含量对离子凝胶的力学性能、抗冻性和离子电导率的影响。该实验可以培养学生的实验综合能力和深入理解聚合物结构对性能的影响关系。通过该实验教学改革,促进学生掌握原理和实验技能,激发学习热情,培养科学思维和科研创新能力。

当前渗流力学理论遇到的挑战与对策思考

本文详细阐述了渗流力学经典理论——达西定律的发展历程及其适用条件,并从Navier-Stokes(N-S)方程推导出了达西定律在多孔介质中的毛细管渗流和裂缝渗流中的数学表达式。文章指出了当前达西定律应用中存在的8大问题,并综合分析了渗流力学理论在油气田开发中的主要挑战。针对这些挑战,本文提出了一系列对策和思考。文章强调指出:构建多尺度、多物理场耦合模型并借助AI科学计算是揭示油气储层复杂真实流动机制,填补目前理论空白的必由之路。建议指出:进一步发展核磁共振、电镜扫描及智能数据与图像处理等高精度实验技术,以直观展现流体在储层中的流动行为和过程。最后,建议综合运用实验研究、新理论模型建立和AI科学研究方法(AI for Science),突破油气渗流力学理论中目前遇到的挑战。研究成果可为我国高校、科研机构和研究者开展石油科学理论研究和课题立项提供重要参考,同时可为我国油气资源可持续进行科学和技术战略规划提供强有力的技术支撑。

基于虚拟设计性物理实验的科学探究能力评价研究——以美国科罗拉多州立大学虚拟设计性物理实验为例

科学探究能力是体现科学素养水平的重要指标,科学探究能力的培养已成为当前国际科学教育改革的核心理念。物理课程标准对科学探究及大学物理实验能力作出了明确的要求。但是,目前在“设计性物理实验”中表现出的科学探究能力的评价体系并不完整。为此,本研究构建了基于虚拟设计性物理实验的科学探究能力评价量表及结构方程模型,该模型在有效性和合理性等方面均达到标准。同时本研究根据模型拟合结果对科学探究能力各维度设置了相应权重。基于此模型进行实证研究,结果表明,不同性别的学生在科学探究能力方面存在显著差异,而不同年级的学生则没有显著差异。此外,学生已有的知识水平对科学探究能力下“分析与论证”维度起到了较为显著的调节作用。

“科教兴国”战略下生物学师范生科学探究素养的提升策略

科学探究素养是生物学教师科学素养的重要组成,中学生的科学探究素养水平与教师的探究素养水平密切相关。生物学师范生是我国中学生物学教师队伍的后备力量。立足生物学教师科学素养,结合生物学学科性质,制定生物学师范生科学探究素养提升策略,是促进生物学学科核心素养目标有效落实的重要路径。