60秒科学

60秒科学是一个电台节目,用一分钟的时间为大家带来新鲜、有趣的科学新闻,听众只需花一分钟便能轻松掌握科技发展新方向。大家喜欢阳光的味道吗?如果衣服上总有一股阳光的气息该多好。衣物洗涤剂、柔顺剂、空气清新剂……所有这些似乎都能做到,然而我们并不知道其香味的秘密。一起来研究一下吧。Got a minute?     

Linking to the infosphere: The telecommunications in Primary Science project

This article reports on the Telecommunications in Primary Science (TIPS) project. A central aim of the TIPS project was to explore the feasibility of tackling problems associated with some primary teachers' lack of confidence and competence in the physical sciences through a computer network linking together a small number of schools and a university. In the course of the project, teachers became convinced of the potential of using the Internet in the classroom and also valued the electronic delivery of pedagogical guidance.     

A Pilot Study of a Physical Therapy Cadaveric Anatomy Course: Assessing the Impact of Examination Format on the Learning Environment

Anatomy education continues to evolve in health professional programs as curricula shift to competency-based models and contact hours decrease. These changes in curricula may significantly alter the learning environment for students. Importantly, changes in learning environment have been shown to impact student learning strategies and well-being. It follows, then, that an investigation of students' perceptions of the learning environment is key to understand the impact of modern anatomy curriculum alterations. The current pilot study evaluated the impact of modifying examination format on the learning environment of physical therapy students participating in a human cadaveric anatomy course. Two study cohorts of first year (entry-level) physical therapy students were invited to complete a preliminary learning environment questionnaire with 13 visual analog scale items and four short answer items. One study cohort was tested with a viva (oral) practical examination, and the other, with a bell-ringer practical examination. Analysis of quantitative items revealed two significant findings: physical therapy students in the bell-ringer cohort found it was more difficult to prepare for their examination, and that they had inadequate time to respond to questions compared to the viva cohort. Analysis of qualitative items revealed distinct themes that concerned physical therapy student learning environment specific to cadaveric anatomy. These results demonstrate that examination format can influence the learning environment of physical therapy students studying cadaveric anatomy. As a result, care needs to be taken to ensure that modernized curricula align the examination format to the method of instruction and the future application of students' knowledge in clinical practice.     

Development of Gender Typicality and Felt Pressure in European French and North African French Adolescents

Trajectories of gender identity were examined from Grade 6 (M_age = 11.9 years) to Grade 9 in European French (n = 570) and North African French (n = 534) adolescents, and gender and ethnic group differences were assessed in these trajectories. In Grade 6, boys of both ethnic groups reported higher levels of gender typicality and felt pressure for gender conformity than girls. European French girls and boys and North African French girls reported decreasing gender typicality from Grade 6 to Grade 9, whereas North African French boys did not change. Felt pressure decreased among girls, did not change in European French boys, and increased in North African French boys. Ethnic and gender differences in gender identity development are discussed.     

Reading and spelling gains following one year of Orton‐Gillingham intervention in Singaporean students with dyslexia

Despite the widespread use of Orton‐Gillingham (OG) based approaches to dyslexia remediation, empirical support documenting its effectiveness is lacking. Recently, Chia and Houghton demonstrated the effectiveness of the OG approach for remediation of dyslexia in Singapore. As a conceptual replication and extension of that research, we report results of 39 students with dyslexia aged between six and 14 years enrolled in an OG intervention programme over a period of one year in a single‐subject research (pre‐test/post‐test) design. Analyses of variance showed that students significantly improved in standardised tests of reading and spelling with moderate effect sizes (Cohen's d = 0.52–0.58). Additionally, an inverse relationship was found between students' ages when they began intervention and gains made during the intervention. Results thus indicate the effectiveness of an OG approach in remediating literacy difficulties in students with dyslexia and, taken together with previous studies, further suggest the importance of early identification and intervention.