Pretest ob pdf download

Multiply 3 lb. Divide 72 oz. Therefore, 18 lb. How many children were in the audience? On a certain map, 1 inch represents 60 miles. If two towns are miles apart, what is the distance, in inches, between the towns on the map? Set up a proportion and solve it Q A carpenter has a board 4 feet 3 inches in length. He cuts off a piece 2 feet 8 inches in length.

The length of the piece that is left is. A cardboard crate is 5 feet long, 3 feet wide, and 2 feet tall. What is its holding capacity? The top of the bar for Wednesday is at 6 on the vertical scale. How much more paint was sold on Saturday than on Monday? The top of the bar for Monday is halfway between 4 and 6, so 5 gal. The top of the bar for Saturday is halfway between 16 and 18, so 17 gal. What was the total amount, in gallons, of paint sold by the store that week? The tops of the bars for Monday through Sunday are at 5, 4, 6, 5, 14, 17, and 9.

These add up to A bookcase has 3 large shelves and 4 small shelves. Each large shelf contains 8 more books than each small shelf. Such thoughts could translate into effective prevention behaviors. Study 3 During the SARS epidemic in Hong Kong in , there was a massive public health campaign reminding people to wash hands frequently and to wear surgical masks in public places. We also saw children take their face masks off touching the outside in the process and then eat their snacks without washing their hands at all.

We wondered whether our Think Biology program might help them follow such health advice more intelligently and more effectively. Study 3 explored whether this program could lead to health-promoting behavioral change as well as conceptual change.

Method 4. Participants Fifty-five children 33 boys and 22 girls, aged 8 years 10 months to 9 years 11 months from two 4th-grade classrooms in a public school in Hong Kong—different from those in Studies 1 and 2—par- ticipated with signed parental consent. All were native Cantonese Chinese speakers. The content analysis documented that the conceptual points covered in the respective programs were similar to those in Study 2.

One additional topic was included in the Teacher-Designed program in this study, namely, the timing of the peak flu season in Hong Kong. Pretest and posttest materials and procedure 4.

Behavioral change assessment. Children often forget to wash their hands before eating, or else they wash their hands but fail to keep them clean before handling food.

Our behavioral measure there- fore focused on whether children would spontaneously clean their hands immediately before handling food or food-related items. In the pretest, when a child arrived at the testing room accompanied by a research helper, the inter- viewer was sitting at a table busy with the laptop computer used for showing video-clips.

I can clean my hands without water. You know what? We will be visiting some young chil- dren later today, and we would like to give each of them a bag of crackers. Can you help us pack five crackers into each bag while you wait? Thank you so much! Both the helper and the interviewer then observed the child out of the corners of their eyes to see if the child spontaneously reached for the hand-gel and used it before touching the crackers. After the child had filled two or three bags, the interviewer said thank you and began the interview to assess conceptual change.

In the posttest, there was no demonstration of hand-gel use for hand cleaning. Instead of asking a child to pack crackers into small food bags as in the pretest, the helper asked the child to fold some paper napkins for a tea party.

Conceptual change assessment. The protocol was similar to that of Study 2. Results and discussion 4. These results suggest that the Think Biology program can foster effective health-promoting behaviors among chil- dren.

Importantly, the children showed these behaviors spontaneously, without on-the-spot remind- ers by adults. Teacher-Designed to predict improvement on the behavioral measure i. Importantly, such improvement was reliably larger for the 11 children who showed productive behavioral change 8 in the Think Biology condition and 3 in the Control con- dition than for the 44 children who showed no such behavioral change mean improvement: 2.

Table 5 presents correlations among mea- sures of conceptual change. The other correla- tions observed in Study 2 see Table 3 seemed less robust; it remains to be seen whether they will emerge again in further research.

In summary, Study 3 replicated the main findings on conceptual change of Study 2. This pattern of results is what one would expect to get from learning about the target biological causal mechanism, and it helps rule out other explanations e.

General discussion This series of studies revealed that the mechanical transfer of germs or contaminants e. Previous research has documented such beliefs among adults in different cultures e. The present studies may well be the first systematic demonstration of these beliefs among school-age children.

So both programs gave a boost to this pre-existing causal mechanism of choice see Tables 2 and 4. When such beliefs—ac- quired mostly at home—were not reinforced at school, children seemed to shy away from using them after they were exposed to more scientific ideas that could explain the same set of phenomena. This may be a case of conceptual gaps in old be- lief systems prompting people to look for new ideas.

Although these two explanations are not necessarily incompatible, children tended to replace the old belief with the new one rather than simply adding the new explanation to their repertoire. The principle of parsi- mony may have been at work here. Our measures of knowledge enrichment i. But the knowledge enrichment at work here is probably more than learning a few elements of the target causal mechanism.

Nonetheless, a coherent presentation of the target biological causal mechanism as in the Think Biology program yielded reliably more helpful conceptual change than a more conventional health education program. For other children, it may have highlighted a particular piece of existing knowledge as a deep and key element within a network of causal factors. So the conceptual restructuring observed may have involved conferring greater or lesser importance to various pre-existing beliefs, taking in some new ideas, and building more powerful causal explanatory devices.

Behavioral change When it comes to health, knowledge does not seem to translate readily into productive behaviors. Yet many of us have a hard time mod- ifying our behaviors in response to such health advice. Observations of this nature have led many to conclude that knowledge does not matter in health education e. Yet Study 3 revealed health-promoting behavioral change as well as conceptual change in the Think Biology condition. At the same time, substan- tially more children in the Think Biology condition in Study 3 cleaned their hands unprompted before handling food or food-related items at posttest than at pretest, whereas the percentage of children doing so remained unchanged in the Control condition.

The Think Biology program, then, seemed effective in helping children not only undergo coherent conceptual change, but also engage in more health-promoting behaviors. Why does conceptual change manage to go hand-in-hand with behavioral change in this case when it does not in so many others?

Such natural curiosity reflects strong intrinsic motivation to make sense of the world. Which kinds of interactions pose infection risks and which do not? We need to meet the challenge with a new approach to health education. By capitalizing on our natural curiosity about how and why and offering a tool for us to reason about the health risk of a potentially infinite variety of everyday behaviors, the Think Biol- ogy approach to health education stands a decent chance of bringing about health-promoting behav- ioral as well as conceptual change.

We also thank a team of dedicated research assistants and interns for their help in data collection, coding, and analysis.

We thank Karen Ravn, Byerly Woodward, and several anonymous reviewers for their insightful com- ments on various drafts.

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Connecting heart failure with preserved ejection fraction and renal dysfunction: the role of endothelial dysfunction and inflammation. Guidance Regarding Electronic Textbooks and Readings. Search Tool. Free Options: D2L This easy-to-use platform will make it simple to recreate websites with built-in tools, however, there is no full publicly-facing option available.

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