本研究的调查旨在探讨手性活动对学生兴趣的影响。活动动手体验与活动质量在各自的活动动手兴趣中呈显著正相关(Holstermann, Grube, Bogeholz, 2010)。
加拿大代写 -Use Internet resources flexibly。 There is availability of concrete guidelines with the use of video technology available in the class room. The selection for any class with apt video clips and those clips were applied in a tool of systematic teaching (Berk, 2009).
The video’s name is Man. Humans as the owner of the earth do not care for the vegetation, animal, any resources on the earth. This is because humans think that all the resources can be used by them. The whole video wants to send information regarding the kind of each resource that is consumed by human activities, and sooner or later, one day, mankind will perish with the development of city, economy, and forest. The animals would be destroyed, and the water is contaminated. Everything would be lost, which are all of the resource on the earth. Humans are nothing at that time.
Through this video, students can understand the impact of human and natural resources. Audiences will be shocked, as they will think about the relationship between natural resources and human beings. It is also a chance to make them repeat the knowledge what they already studied before from the books.
On the other hand, available video technology in classroom is easy and useful systematic teaching tool. Students can easily accept and it is a familiar way for the new generation.
The investigation of this study explores the hands on activities’ influence on the interests of the students. The experience of hands on activities and quality of it is positively correlated in the respective hands on activities interests (Holstermann, Grube, Bögeholz, 2010).
Making real ecosystem is a fun and interesting thing for students and it is a good practice to understand what an ecosystem is. The Aquatic ecosystem is chosen in this study as the practice to make in class. It needs 5 steps: (1) Get a large glass jar with a lid; (2) Choose some snails, aquatic plants, PH buffers and gravel to set at the bottom of the jar; (3) Collect water from nearby river so that to get microorganisms and algae, daphnia, tardigrade, and protozoa; (4) Not too many animals are there in the ecosystem, otherwise the ecosystem would have collapse from overeating of food; (5) Put everything and river water in the jar.
From self ecosystem, students should be interested in the hands-on experiment, and think more questions, such as if the water is getting cloudy what we can do? If algae dies on hot days, what shall we do? …And teacher can encourage students to care the ecosystem, research the answers, and solve the questions by themselves. It is a useful and effective teaching and learning.