Identity and Culture: theorising emergent environmentalism

This article critically examines the methodology and findings of the emergent environmentalism research project as reported in Environmental Education Research (EER), 4(4). We challenge both the ontological stance implicit in the research as well as its explicit epistemology. We argue for a wider theoretical underpinning to the research and specifically advocate the use of identity theories to explain personal and social phenomena. We also argue for the use of theoretical frameworks that empower rather than ‘capture’ cultural groups.     

Classroom Learning Environments and Students' Approaches to Learning

Four hundred and eighty-four students from two metropolitan secondary schools completed the Learning Process Questionnaire, the Individualised Classroom Environment Questionnaire and the Learner Self Concept scale. Relationships between perceptions of the classroom learning environment, approaches to learning and self concept as a learner were investigated. Gender and level of schooling (junior high versus senior high) differences were examined. Results showed Deep Approaches to learning were significantly related to classroom learning environments which were perceived to be highly personalised and to be encouraging active participation in the learning process and the use of investigative skills in learning activities. High learner self concept was positively associated with Deep Approaches to learning and with classrooms perceived as high in Personalisation. It was negatively associated with Surface Approaches to learning. Differences in perceptions of learning environments and approaches to learning in relation to gender and level of schooling were small. The implications of these findings are discussed and strategies for facilitating Deep Approaches to learning are referred to. This revised version was published online in July 2006 with corrections to the Cover Date.     

Revenue and attendance simultaneous optimization in performing arts organizations

Performing arts organizations are characterized by different objectives other than revenue. Even if, on the one hand, theaters aim to increase revenue from box office as a consequence of the systematic reduction in public funds; on the other hand, they pursue the objective to increase its attendance. A common practice by theaters is to provide incentives to customers to discriminate among themselves according to their reservation price, offering a schedule of different prices corresponding to different seats in the venue. In this context, price and allocation of the theater seating area is decision variables that allow theater managers to manage their two conflicting goals to be pursued. In this paper, we introduce a multi-objective optimization model that jointly considers pricing and seat allocation. The framework proposed integrates a choice model estimated by multinomial logit model and the demand forecast, taking into account the impact of heterogeneity among customer categories in both choice and demand. The proposed model is validated with booking data referring to the Royal Danish theater during the period 2010–2015.     

Elbow joint kinematics during cricket bowling using magneto-inertial sensors: A feasibility study

Magnetic and inertial measurement units (MIMUs) may provide an accessible, three-dimensional, in-field alternative to laboratory-restricted marker-based motion capture. Existing upper limb MIMU models have predominantly been validated with low-velocity motion and their suitability for use with sport-based movements remains relatively untested. We propose a MIMU system approach to enable the estimation of anatomically meaningful and participant-specific elbow kinematics with considerations for use with cricket bowling. A novel standardised elbow reference posture of 90 degrees flexion and 0 deg pronation, and functional definition of elbow joint axes of rotation calibrated the MIMU method model before it was validated across three experiments: (1) simple elbow rotations with a mechanical linkage; (2) low-velocity elbow rotations in human participants; and (3) low-medium velocity sport-based movements in human participants. The proposed MIMU method demonstrated high elbow kinematic measurement agreement when compared with a criterion measure across all three conditions. However, during experiment 3, sensor components neared their measurement capacity and the MIMU method elbow flexion measurement variability increased. We conclude that the proposed MIMU method can estimate anatomically referenced, participant-specific joint angles, however, the hardware specifications of currently available systems may limit application in high-velocity/acceleration situations, preventing the measurement of cricket bowling in-field for now.     

Randomized interdependent group contingencies: Group reinforcement with a twist

This investigation examined the effects of randomizing components of an interdependent group contingency procedure on the target behavior of 12 students in a second‐grade classroom in a rural southeastern school district. Specifically, using a multiphase time‐series design (i.e., A‐B‐A‐C‐B‐C design) levels of disruptive behavior were compared across baseline, an intervention phase with only randomized reinforcers (the RR+ phase), and an intervention phase with all components randomized (R‐ALL phase). Results suggest that both interventions were successful in decreasing levels of disruptive behavior, with the R‐ALL phase resulting in lower mean, and more stable, percentages of disruptive behavior. The advantages to randomizing components within a group contingency procedure are discussed, because this procedure not only incorporates the strengths of an interdependent group contingency, but also addresses the limitations. © 2000 John Wiley & Sons, Inc.     

Effect on development of proportional reasoning skill of physical experience and cognitive abilities associated with prefrontal lobe activity

The present study tested the hypothesis that maturing prefrontal lobes play a role in the development of proportional reasoning skill because the prefrontal lobes are involved in the inhibition of task‐irrelevant information and the representation of task‐relevant information. The hypothesis that reasoning development is in part dependent upon physical experience was also tested. Students (all males) who failed to solve a diagnostic proportions task were administered several tests of prefrontal lobe functions. The students were then randomly assigned to manipulative or verbal tutoring groups. Both groups received a series of individual testing, tutoring and testing sessions on proportional reasoning. As predicted, performance on the prefrontal lobe tasks (measures of inhibiting ability, planning ability, dissembedding ability, and working memory capacity) significantly predicted performance on proportional reasoning tasks following tutoring. Students' computational skills were not a significant predictor. Also, the manipulative group's proportional reasoning performance was significantly higher than that of the verbal tutoring group. Therefore, the present results provide support for the hypothesis that maturing prefrontal lobes and physical experience play roles in the development of proportional reasoning skill. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1171–1182, 2000     

Development of Scientific Reasoning in College Biology: Do Two Levels of General Hypothesis‐Testing Skills Exist?

The primary purpose of the present study was to test the hypothesis that two general developmentally based levels of hypothesis‐testing skills exist. The first hypothesized level presumably involves skills associated with testing hypotheses about observable causal agents; the second presumably involves skills associated with testing hypotheses involving unobservable entities. To test this hypothesis, a hypothesis‐testing skills test was developed and administered to a large sample of college students both at the start and at the end of a biology course in which several hypotheses at each level were generated and tested. The predicted positive relationship between level of hypothesis‐testing skill and performance on a transfer problem involving the test of a hypothesis involving unobservable entities was found. The predicted positive relationship between level of hypothesis‐testing skill and course performance was also found. Both theoretical and practical implications of the findings are discussed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 81–101, 2000     

Influence of a Reflective Explicit Activity‐Based Approach on Elementary Teachers' Conceptions of Nature of Science

This study assessed the influence of a reflective, explicit, activity‐based approach to nature of science (NOS) instruction undertaken in the context of an elementary science methods course on preservice teachers' views of some aspects of NOS. These aspects included the empirical, tentative, subjective (theory‐laden), imaginative and creative, and social and cultural NOS. Two additional aspects were the distinction between observation and inference, and the functions of and relationship between scientific theories and laws. Participants were 25 undergraduate and 25 graduate preservice elementary teachers enrolled in two sections of the investigated course. An open‐ended NOS questionnaire coupled with individual interviews was used to assess participants' NOS views before and at the conclusion of the course. The majority of participants held naive views of the target NOS aspects at the beginning of the study. During the first week of class, participants were engaged in specially designed activities that were coupled with explicit NOS instruction. Throughout the remainder of the course, participants were provided with structured opportunities to reflect on their views of the target NOS aspects. Postinstruction assessments indicated that participants made substantial gains in their views of some of the target NOS aspects. Less substantial gains were evident in the case of the subjective, and social and cultural NOS. The results of the present study support the effectiveness of explicit, reflective NOS instruction. Such instruction, nonetheless, might be rendered more effective when integrated within a conceptual change approach. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 295–317, 2000.