Replications are important to science, but who will do them? One proposal is that students can conduct replications as part of their training. As a proof-of-concept for this idea, here we report a series of 11 pre-registered replications of findings from the 2015 volume of Psychological Science, all conducted as part of a graduate-level course.Congruent with larger, more systematic efforts, replications typically yielded smaller effects than originals: The modal outcome was partial support for the original claim.This work documents the challenges facing motivated students as they attempt to replicate previously published results on a first attempt. We describe the workflow and pedagogical methods that were used in the class and discuss implications both for the adoption of this pedagogical model and for replication research more broadly.Keywords: Replication; Reproducibility; Pedagogy; Experimental Methods REPLICATION THROUGH PEDAGOGY 3 Improving the Replicability of Psychological Science Through PedagogyReplicability is a core value for empirical research and there is increasing concern throughout psychology that more independent replication is necessary (Open Science Collaboration, 2015; Wagenmakers, Wetzels, Borsboom, Maas, & Kievit, 2012). Yet under the current incentive structure for science, replication is not typically valued for publication in top journals (Makel, Plucker, & Hegarty, 2012) or in metrics of research productivity (Koole & Lakens, 2012). One potential solution to this problem is to make replication an explicit part of pedagogy: that is, to teach students about experimental methods by asking them to run replication studies (Frank & Saxe, 2012; Grahe et al., 2012). Despite enthusiasm for this idea (Everett & Earp, 2015; M. King et al., 2016;LeBel, 2015;Standing, 2016), there is limited data beyond anecdotal reports and individual projects (Lakens, 2013; e.g., Phillips et al., 2015) to support its efficacy in producing wide-scale pedagogical adoption.In the current article, we describe the pedagogical and methodological approach to replication research taken in our graduate-level experimental methods course and address the practical barriers faced by instructors planning to incorporate replications into their courses. In our course, students conducted replications of published articles from the 2015 volume of the journal Psychological Science with rigorous instructor review at each major stage. The results of these replications are a microcosm of larger replication efforts, providing insight into both the difficulties of pedagogical replications and their promise as a method for improving the robustness of psychological research.We assess the challenges facing a student in choosing an article of interest and -in a single attempt, within constraints of budget, expertise, and effort -reproducing the findings. We consider a number of criteria for evaluating replication success, including statistical significance, effect size, a Bayesian measure of evidence (Etz & REPLICATION THROUG...
Recebido em 23/5/08; aceito em 7/11/08; publicado na web em 26/2/06 KINETIC STUDY OF THE CATALYZED DECOMPOSITION OF HYDROGEN PEROXIDE ON ACTIVATED CARBON. The kinetic study of decomposition of hydrogen peroxide catalyzed by activated carbon was carried out. The effect of concentrations of reactants and temperature were experimentally studied. Kinetic data were evaluated using differential method of initial rates of reaction. When a typical kinetic law for reactions in homogeneous phase is used, first order of reaction is obtained for hydrogen peroxide and activated carbon, and activation energy of 27 kJ mol -1 for the reaction was estimated. Experimentally was observed that surface of activated carbon is chemically modified during decomposition of hydrogen peroxide, based on this result a scheme of reaction was proposed and evaluated. Experimental data fits very well to a Langmuir-Hinshelwood kinetic model and activation energy of 40 kJ mol -1 was estimated for reaction in heterogeneous phase.Keywords: decomposition of hydrogen peroxide; initial rate of reaction; kinetic law of Langmuir-Hinshelwood. introducciónLa descomposición catalizada del peróxido de hidrógeno (DCPH), tanto en fase homogénea como heterogénea, es una reacción ampliamente estudiada debido a la alta reactividad de la molécula y al poder oxidante de los productos intermediarios de reacción. 1,2 La DCPH en la superficie de sólidos ocurre selectivamente en sitios activos básicos o reductores o en sitios donde estén involucrados iones de metales tales como, hierro, cerio, manganeso, cobre, cobalto, vanadio, etc., los cuales pueden estar en diferentes estados de oxidación y/o formando complejos. 3-6 La selectividad para la DCPH en la superficie de un sólido es de utilidad para evaluar y comparar la actividad catalítica de sólidos modificados. 3,4 Esta evaluación se realiza asumiendo que la cinética de la DCPH obedece a una ley de pseudo-primer orden, Ecuación 1, a partir de la cual se calcula y se compara la constante de velocidad observada (k obs ) (1) donde [H 2 O 2 ] 0 es para la concentración inicial de peróxido de hidrógeno.Lin y Gurol en 1998 estudiaron la DCPH catalizada por oxido de hierro, 7 y Huang et al. en 2003 estudiaron la descomposición catalizada por carbones activados modificados, 8 encontrando que la tendencia de los datos experimentales se ajustan a una ley ciné-tica de tipo Langmuir-Hinshelwood, como la que se muestra en la Ecuación 2,donde k vel y k h se interpretan como la constante cinética de reacción y la de formación de reactivos a partir de intermediarios, respectivamente; CAT es la relación masa/volumen de carbón activado y [H 2 O 2 ] 0 es la concentración inicial de peróxido de hidrógeno. Sin embargo estos estudios no se realizaron de manera sistemática, esto es, se llevaron a cabo a una sola temperatura y una sola relación masa-volumen de catalizador y además se realizaron pocos experimentos en un pequeño intervalo de concentraciones iniciales de peróxido de hidrógeno (1,8x10 -3 a 4,0x10 -2 mol L -1 ).En los trabajos p...
Environmental education seeks to foster meaningful connections to local and global environments through creative nature experiences. Responding to critiques of historical inequities, practitioners are prioritizing equitable access for historically marginalized youth, particularly from Black, Indigenous, and Latinx communities; this identity-centered prioritization, while essential, generates questions of normativity, diversity, relevance, and engagement within identity groups. Drawing on creativity as meaningful person-world encounters characterized by pluriperspective, future-oriented, nonlinear, and open-ended qualities, this chapter uses culturally sustaining pedagogy to explore how environmental education studies (a) operationalize Latinidad and associated constructs, (b) enact creative experiences in environmental education, and (c) qualify the roles of Latinx communities in shaping these creative experiences. We review studies of environmental education with Latinx youth in the United States that explicitly employ culturally sustaining approaches to engage these communities. We bring together these frameworks as a strategy to move beyond discrete notions of Latinidad in environmental education and toward nuanced conceptions of what it means to acknowledge and cultivate environmental literacies in these diverse comunidades.
Recebido em 4/6/08; aceito em 7/11/08; publicado na web em 28/4/09 PHYSICAL ADSORPTION ON SOLIDS: THERMODYNAMIC ASPECTS. A thermodynamic formalism based on the Gibbs Dividing Surface (GDS) for the description of a solid-fluid interface is presented, so that the adsorption layer is understand as a phase and the adsorption process as the transference of components between a 3-dimensional phase and a 2-dimensional one. Using a state equation derived from the Henry's Law, we shall show how the Langmuir isotherm is deduced from de Gibbs isotherm. The GDS is useful also for understanding the release of heat by a system as the adsorption occurs.Keywords: physical adsorption; Gibbs isotherm; isosteric enthalpy. INTRODUCCIÓNEl formalismo termodinámico clásico desarrollado para la descripción de los fenómenos de adsorción se basa en el concepto de equilibrio y en el modelo de la superficie divisora de Gibbs. Si bien el modelo de Gibbs tiene ventajas importantes, particularmente un formalismo simple que considera la capa adsorbida como una fase, también exhibe algunas particularidades, como: la utilización de cantidades de exceso relativas cuyo significado puede ser difícil de comprender, esencialmente cuando se intentan relacionar estas magnitudes con las cantidades adsorbidas en la interfase y la ubicación del plano de Gibbs, con volumen cero, sobre la superficie del sólido. GENERALIDADESLa adsorción es el enriquecimiento (adsorción positiva o simplemente adsorción) o agotamiento (adsorción negativa) de uno o más componentes en una interfase o capa interfacial. En este proceso la especie que se va a adsorber es el adsortivo, que en el estado adsorbido recibe el nombre de adsorbato. Cuando una de las fases involucradas en la adsorción es sólida, a esta se le llama adsorbente. 1,2La adsorción es física cuando la naturaleza de las interacciones moleculares entre el adsorbente y el adsorbato es de corto alcance, por esto a procesos que promuevan el enriquecimiento de un componente en una interfase debido a fuerzas de largo alcance, como son las fuerzas gravitacionales (fenómenos de sedimentación), no se les considera adsorción. 3Una de las mayores dificultades cuando se plantean modelos para describir cuantitativamente los fenómenos de adsorción, es el desconocimiento de cómo varían las concentraciones de las especies entre la superficie del sólido y el seno de la fase fluida. G. W. Gibbs en 1877 introdujo el concepto de exceso de superficie haciendo referencia a la cantidad de cada componente en la superficie ó simplemente la cantidad adsorbida.2 Para formalizar esta cantidad Gibbs planteó estudiar el proceso de adsorción en un sistema de referencia dividido en dos zonas por una superficie imaginaria, la superficie divisoria de Gibbs o GDS, de volumen cero, la cual es paralela a la superficie del adsorbente. El sistema de referencia ocupa el mismo volumen que el sistema real y las concentraciones de cada uno de los componentes en solución son constantes en función de la distancia desde el seno de la fase fluida hasta la GDS...
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