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Keywords: Wind turbine ecosystem, post-construction turbine considerations, wildlife deterrents
Using a concept test given prior to the lecture unit, and after, the difference in scores is used to recognize if the concepts presented have actually been comprehended. Used specifically in a lecture unit on solubility and solutions, the concept test tested student’s knowledge of supersaturated, saturated, and unsaturated solutions. With a visual identification and a written explanation, the student’s ability to identify and explain the three solutions was tested.
In order to determine the cause of the change in score from pre- to post-test, an analysis of the change in scores and the effects of question type and solution type was conducted. The significant results are as follows:
The change in score from pre- to post-test was found to be significant, with the only difference between the two tests being the lecture unit and intervention
From pre- to post-test, solution type had a significant effect on the score, with the unsaturated solution being the most easily recognized and explained solution type
Students that felt that the YouTube videos greatly increased their concept comprehension, on average, performed better than their counterparts and also saw a greater increase their score from pre- to post-test
This study investigates whether an experience as a novice can help alleviate expert blindness in Arizona State University faculty. Expert blindness, also known as the expert blind spot, is a phenomenon in which an expert in any subject finds it difficult to teach because they are so advanced at it. Many faculty have taught the same subject for so long that certain things that are difficult for beginners in their courses are trivial for the expert. In this experiment, ASU faculty were given five weeks of instruction to learn to solve the Rubik’s Cube in five minutes or less. Before and after the five-week experience, the participants took the Interpersonal Reactivity Index assessment, which measures empathy. Throughout the Rubik’s Cube challenge, the faculty were also asked discussion questions and invited to participate in informal interviews. The study finds a significant increase in the “empathic concern” of the participants after the experience, with a sample size of five participants. The qualitative interview data confirms the survey data, and the main sentiments of the professors after going through the experience were distilled into four main themes: (a) patience and reflection; (b) individualized approaches; (c) trying, failing, and improving; (d) knowing what and when to explain. An effective teacher who is aware of their tendency towards expert blindness should be aware of these four themes and strive to include them in their own teaching. The study recommends that universities and companies should have “beginner experiences” at regular intervals to remind experts what it is like to be a beginner again. These experiences not only mitigate the expert blind spot but promote lifelong learning and an active brain.