Children's conceptions of air pressure: exploring the nature of conceptual change

Children's responses to a series of air pressure activities were tracked in detail during group discussion and interview, and again in interview six months later. Results for different age cohorts have yielded insights into age‐related knowledge components framing children's conceptions of air pressure phenomena. Case studies of individuals have been constructed to explore the way conceptions change over time, and the difficulties presented by the concept of atmospheric pressure. These are used to evaluate different structural theories of conceptual change. The findings point to the complexity of children's conceptions, the stability and extension over time of productive conceptions, and the critical role of contextual features of phenomena in the conceptual change process. Although structural aspects of changes in concepts related to air pressure are identified, the difficulty of accessing the atmospheric pressure conception is argued to have more to do with presupposition based in perceptual features of air, and with difficulties associated with the application to particular phenomena.     

Learner Assessment through Subjective Theories and Action Research

This paper deals with students’ and university teachers’ self‐concepts on the basis of subjective theories: It is proposed to show how students and teachers are guided in university classes by their self‐images and how these determine their behaviour in such sessions. In a project carried out with students in the summer of 1997 in a literature course, subjective theories were connected with action research. Students and teachers collected data that helped them reflect on their behaviour, especially their own participation during sessions (from the students’ side) and on teacher control and dominance (from the teacher's side). Student diaries, video documentation of some of the sessions and interviews with students at the end of the semester were analysed with regard to learning processes and respective insights into students’ and the teacher's subjective theories.     

Level I and level II: A review

Jensen's Level I‐Level II theory of individual and group differences in mental abilities is examined in the context of the large body of research pertaining to the topic. The major hypotheses of Jensen's theory, concerning the equal distribution of Level I abilities among different racial and sociocconomic groups, and the differences in the distribution of Level II abilities are evaluated. It is concluded that the majority of recent research supports Jensen's hypotheses. Alternative theories to Jensen's arc presented and the implications of Jensen's theory for the education of disadvantaged and low Level II children arc discussed. A short section deals with the hypothesized functional relationship between Levels I and II.     

Girls and Women,Sport, and Self-Confidence

This article explores research examining girls' and women's self-confidence in sport and physical activity. The article begins by addressing how self-confidence has been conceptualized and how researchers have measured it. A theoretical groundwork is presented by comparing three models that link confidence to achievement: Bandura's theory of self-efficacy, Harter's competence motivation theory, and Eccles (Parsons) et al.'s expectancy-value model. Next, research examining variables that have been hypothesized to influence female self-confidence, as well as a discussion of gender differences, is presented. Finally, enhancement strategies and future research directions are offered. It is suggested that researchers examine the impact of specific socializing influences when studying girls' and women's self-confidence and also that they undertake more model testing instead of examining variables in isolation.     

Professional Reflexivity,External Disciplinary Challenges,and Sociocultural Scholarship in Physical Education

Enhancement of “social vision and moral understanding” is currently an important agenda for professional education in higher education. Furthermore, sociocultural studies of sport, exercise, and the body have gained academic respectability in the last two decades, and presently numerous scholars in the traditional social science and humanities disciplines are engaged in research focusing on these phenomena. Sport, exercise, and the body are of central concern to physical education. Furthermore, one of physical education's goals is the preparation of professionals to provide services centered on exercise and sport. Given this trend in higher education and the focus of our field, it seems important to consider devoting increased attention to sociocultural studies of sport, exercise, and the body within physical education. Maintenance of a small but excellent cadre of sociocultural scholars in physical education is called for, and an exchange system for outstanding sociocultural graduate students is suggested as a means of assuring continuation of such a cadre.     

Knowledge Orientations of Prospective Early Childhood Teachers: A Study of Students' Scientific Versus Subjective Orientations in Teacher Education Courses in Germany

Recent changes in the system of early childhood teacher education in Germany raise the question of whether different academic levels of early childhood teacher education lead to different beliefs and orientations. In this study, prospective early childhood teachers' orientations to scientific knowledge and to research were explored. A questionnaire addressing orientations to the utility of research, educational and psychological theories versus orientations to intuitive theories and personal experience was completed by 712 prospective early childhood teachers. In a latent profile analysis, two types of orientation profiles could be identified: (a) an orientation towards subjective theories, lay theories, and subjective experience, and (b) an orientation towards scientific theories and research results. Results are discussed from the perspective of professionalization in early childhood teacher education.     

No title for this poem

Researchers in sport psychology have devoted much energy to understanding the elusive relationship between anxiety and athletic performance. As new theories are being forwarded in the sport anxiety literature, it is important that they be tested in conceptually and methodologically sound environments. The present review examines conceptual and methodological issues in sport anxiety research, especially focusing on the inverted-U hypothesis, multidimensional anxiety theory, and catastrophe theory. Issues discussed include the correlational versus causal nature of the inverted-U hypothesis; the lack of differentiation among anxiety-related terms such as anxiety, arousal, and stress; the need for a multidimensional conception of anxiety; the assumption that perceived physiological arousal is typically considered negative affect by researchers; the need to utilize appropriate measurement and operational definitions of performance; and the use of intraindividual anxiety scores. Statistical issues related to investigation of multidimensional anxiety and catastrophe theories are also addressed.     

Child Protection in Sport: Implications of an Athlete-Centered Philosophy

As sport is a highly child-populated domain, the establishment of child-protection measures to reduce the potential for child maltreatment in sport is critical. Concern for the protection of children in sport has a history that is as old as modern sport itself; however, it is only recently that concern has been established about children's experiences of relational forms of abuse and neglect in this domain. The purpose of this article, therefore, is to review current developments in sport with respect to child-protection policy, education, and research. It is the authors' supposition that an athlete-centered philosophy of sport is perhaps the best way to address the protection of children in sport. The philosophy of an athlete-centered sport model is described, and through the integration of an athlete-centered approach to sport, recommendations are made for future implementation of child-protection measures.     

Psychological Development and Females' Sport Participation: An Interactional Perspective

Dorothy Hams's writings have consistently reflected a philosophy that emphasizes the importance of an integrated sport science perspective for understanding females' participation and performance in the physical domain. Her advocacy for a 7ldquo;somatopsychic” approach included a consideration of the sociological, psychological, biological, and physical factors that interact to influence patterns of involvement and performance potential. Although a complete integration of subdisciplines within the sport sciences would be a formidable task, the purpose of this article is to first review selected research findings pertaining to females' sport socialization, psychological development, and biological and cognitive maturation. Then, a heuristic model is proposed as an initial attempt to represent an interactional approach to understanding females' sport participation and as a framework for future research.     

The contribution of higher education to the development of objective and subjective judgment in day‐to‐day decision‐making

In order to make effective decisions based on probability, one must be able to distinguish between the objective‐factual aspects of the decision and the subjective aspects. This study examines the hypothesis that academic studies contribute to the development of the ability to make such distinctions in day‐to‐day decision‐making. Some 940 subjects, including some holding Bachelor's degrees and others with Master's degrees in the Exact Sciences, the Social Sciences, and the Humanities, responded to a questionnaire on decision‐making situations which examined the degree of their awareness of the objective and subjective elements of decisions. It was found that the respondents made the distinction in the situations with which they were presented. A rise in academic level from the Bachelor's degree to the Master's Degree led to increased awareness of the objective aspect of decisions among scholars in the Exact Sciences and the Humanities. Holders of Master's degrees in all of the fields of specialty showed a greater awareness of the subjective aspect than did holders of Bachelor's degrees. The application of these insights in the field of education is discussed.     

HIGH ABILITY IN SPORT: A CASE STUDY

The purpose of this paper is to explore the relationship between the concept of giftedness and sport. Generally the area of sport does not fit into the framework of contemporary models of intelligence. The neglect of the psychological aspects of exceptional development in physical abilities is due to the historical cultural separation between body and psyche. A case study is given of a gifted girl in track and field. The present approach links up with Gardner's theory of multiple intelligences. Described and discussed is the influence of the variables family, exceptional drive and dedication, coaching, and schooling. It is proposed that research should concentrate more on the development and guidance of specific (sport)talents.     

Using a Popular Film in Counselor Education: Good Will Hunting as a Teaching Tool

The popular film Good Will Hunting, which portrays a counseling relationship, is discussed as an effective tool for facilitating the teaching of counseling theories. This article describes the authors' experience using this movie as a teaching tool, documenting the students' improved comprehension and application of course concepts and the instructor's improved rapport with the class.     

Ecological Validity in Understanding Sport Performance: Some Problems of Definition

One of the most significant aspects of current sport psychology research is the trend toward developing the relationship between theoretical concepts and practical applications. There have been many recent calls for the development of specific experimental paradigms closely linked to critical features of movement control and social interaction within specific frames of reference such as competitive sport (e.g., Lee & Young, 1985; Martens, 1979). The concept of ecological validity has been proposed as a crucial element of this current research thrust, and this paper attempts to identify and define some of the more important criteria underpinning ecologically valid research in sport psychology. Vision and sport performance is used as an exemplary area of investigation in which problematic and specific issues are examined. The basis of this critique has important implications for other areas of interest in the application of the behavioral sciences to sport. It is concluded that much greater debate must be stimulated concerning this important methodological principle, and a preliminary definition is provided for this purpose as well as to aid in the process of research evaluation in sport psychology.     

Women of Color in Society and Sport

This article reviews literature that discusses parallels between women of color in society and sport. Although special emphasis is placed on African American women's social, historical, and sport traditions, information on other ethnic groups' socioeconomic status and participation in sport is included. The discussion focuses on the absence or silence of diverse ethnic women within the mainstream of society, sport, and scholarship and summarizes literature that highlights intersections of gender, race, and socioeconomic class. Research completed on women of color in sport is reviewed using Douglas's analysis of the levels of research. A call is made for more scholarship on women of color from diverse ethnic backgrounds and different social realities in order to have more inclusive womanist/feminist scholarship and race-relations theory.     

Learning as peripheral participation in communities of practice: a reassessment of key concepts in workplace learning

This article explores the strengths and weaknesses of Lave and Wenger's concept of ‘legitimate peripheral participation’ as a means of understanding workplace learning. It draws on recent ESRC‐funded research by the authors in contemporary workplace settings in the UK (manufacturing industry and secondary schools) to establish the extent to which Lave and Wenger's theories can adequately illuminate the nature and process of learning at work. The new research presented here, which was located in complex institutional settings, highlights the diverse nature of patterns and forms of participation. Case study evidence is used to identify individual and contextual factors which underpin and illuminate the ways in which employees learn. The paper argues that whilst Lave and Wenger's work continues to provide an important source of theoretical insight and inspiration for research in to learning at work, it has significant limitations. These limitations relate to the application of their perspective to contemporary workplaces in advanced industrial societies and to the institutional environments in which people work. These complex settings play a crucial role in the configuration of opportunities and barriers to learning that employees encounter.     

Key issues for research in self‐directed learning

This paper consists of two parts. The first part gives an overview of two major paradigms which have influenced research in education; the positivist/empiricist and the interpretive. It is argued that research into self‐direction has been dominated by the positivist/empiricist paradigm and that, because of a fundamental incompatibility between the assumptions underlying positivism and those underlying ‘self‐direction,’ research into self‐direction has been ‘blocked.’ It is suggested that the adoption of an interpretive paradigm promises to reinvigorate and redirect research into self‐direction in learning.

The second part of the paper represents an attempt to develop a research agenda into self‐direction from an interpretive perspective; that is, one which takes account of the learner's subjective construing of the learning situation. This subjective construing includes pur elements: (1) the learner's view of learning in general; (2) the learner's view of the specific learning endeavour being researched; (3) the learner's view of assistance or direction received; and (4) the learner's view of autonomous leaming and the development of personal autonomy. It is also suggested that any adequate research into ‘self‐direction’ should ideally take account of the perspective of the facilitator or other person offering help and assistance, since learning situations depend largely on the quality of the relationship established between the learner and the ‘helper’.     

The Anthropology of Meaning

Meaning is one of the recent terms which have gained great currency in mathematics education. It is generally used as a correlate of individuals' intentions and considered a central element in contemporary accounts of knowledge formation. One important question that arises in this context is the following: if, in one way or another, knowledge rests on the intrinsically subjective intentions and deeds of the individual, how can the objectivity of conceptual mathematical entities be guaranteed? In the first part of this paper, both Peirce's and Husserl's theories of meaning are discussed in light of the aforementioned question. I examine their attempts to reconcile the subjective dimension of knowing with the alleged transcendental nature of mathematical objects. I argue that transcendentalism, either in Peirce's or Husserl's theory of meaning, leads to an irresolvable tension between subject and object. In the final part of the article, I sketch a notion of meaning and conceptual objects based on a semiotic-cultural approach to cognition and knowledge which gives up transcendentalism and instead conveys the notion of contextual objectivity.