Light is universally understood as essential to the human condition. Yet light quality varies substantially in nature and in controlled environments leading to questions of which artificial light characteristics facilitate maximum learning. Recent research has examined lighting variables of color temperature, and illumination for affecting sleep, mood, focus, motivation, concentration, and work and school performance. This has resulted in artificial light systems intended to support human beings in their actualization through dynamic lighting technology allowing for different lighting conditions per task. A total of 84 third graders were exposed to either focus (6000K-100fc average maintained) or normal lighting. Focus lighting led to a higher percentage increase in oral reading fluency performance (36%) than did control lighting (17%). No lighting effects were found for motivation or concentration, possibly attributable to the younger age level of respondents as compared with European studies. These findings illuminate the need for further research on artificial light and learning.
STEM education in elementary school is guided by the understanding that engineering represents the application of science and math concepts to make life better for people. The Engineering Design Process (EDP) guides the application of creative solutions to problems. Helping teachers understand how to apply the EDP to create lessons develops a classroom where students are engaged in solving real world problems by applying the concepts they learn about science and mathematics. This article outlines a framework for developing such lessons and units, and discusses the underlying theory of systems thinking. A model lesson that uses this framework is discussed. Misconceptions regarding the EDP that children have displayed through this lesson and other design challenge lessons are highlighted. Through understanding these misconceptions, teachers can do a better job of helping students understand the system of ideas that helps engineers attack problems in the real world. Getting children ready for the 21st century requires a different outlook. Children need to tackle problems with a plan and not shrivel when at first, they fail. Seeing themselves as engineers will help more underrepresented students see engineering and other STEM fields as viable career options, which is our ultimate goal.
The universality of the impact of daylight is a common thread that defines humanity. Day light affects us in a variety of ways –visually, psychologically and biologically. Artificial lighting research has explored ways in which artificial lighting may substitute for daylight and enhance human health and wellbeing. Recently, a study by Mott et al. 2011 found that the usage of high intensity, yet glare free lighting, (referred to as Focus light setting) during reading instruction increased grade 3 students’ oral reading fluency (ORF) scores, a key index of reading comprehension. The current study further explored the effect of Focus lighting during literacy instruction with at-risk grade 3 students (n = 172). Over the course of an academic year, the Focus lighting students increased their ORF scores at a greater rate than did the Normal lighting students. These findings, in combination with earlier lighting research, suggest that artificial lighting plays a key role in helping to create an effective learning environment to ensure children reach their full potential. More systematic research, however, is needed to understand the mechanisms by which artificial lighting may contribute to the learning environment: visually, biologically and/or psychologically.
This study describes the development and evaluation of an assessment of phonological sensitivity (PS) designed to empower teachers to identify children's phonological and phonemic awareness levels for meaningful instruction and to aid literacy researchers in advancing current understandings of the developmental continuum of PS skills. The Leveled Assessment of Phonological Sensitivity (LAPS) is based on specific causal, reciprocal, and correlational relationships to literacy skills, including reading. The assessment contains 11 levels of item types divided in two parts synthesizing linguistic complexity and cognitive operation based on the literature: (a) phonological awareness and (b) phonemic awareness for determining a child's level of PS skill. Technical examination of the LAPS's reliability and validity are presented, including developmental trends of students (n = 333) in Pre-K, K, and Grades 1 and 2. Internal consistency (α = .93) and split-half reliability (Guttman coefficient = .95) were high. Content validity is discussed based on the historical body of research addressing the PS continuum in comparison with the current construct. Developmental validity, determined via ANOVA, revealed LAPS scores discriminating grade level of participants. Confirmatory factor analysis with structural equation modeling revealed single-factor structure, indicating evidence for discriminant validity across LAPS item types along a single latent variable. All 11 paths contained high correlations (across 10 item types with α = .79) between a single factor with rhyme as the exception (α = .40). Findings support LAPS use for teacher identification of students' PS and reinforce the PS hierarchy of task difficulty set forth from the body of research that dates back to 1976.
TUI technology function needs to be evaluated in applied research in classroom settings across exceptionality and development.
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