Misconception of sound and conceptual change: A cross‐sectional study on students' materialistic thinking of sound

There is a concern that materialistic thinking—meaning the tendency to attribute a set of matter‐like properties to nonmatter concepts—is one of the central barriers that students face in the journey toward understanding scientific concepts. The cross‐sectional study presented here used the Sound Concept Inventory Instrument (SCII) (Eshach, [ 2014 ], Physical Review Physics Education Research, 10, 010202) to examine how Taiwanese students (N = 717: Grade 7 to undergraduate level) associate the nonmaterial concept of sound with this set of (erroneous) materialistic properties and/or with the (correct) scientific view. Its results show that students in all academic level groups associated sound, at least to some extent, with all of the materialistic properties defined in the instrument. Grades 7–9 evidenced the greatest amount of materialistic thinking, followed by Grade 11, with the lowest levels of materialistic thinking being shown by Grades 10 and 12, as well as university students. We also found that the respondents' confidence in the materialistic view they expressed was high. The results suggest that the extent to which students associate sound with materialistic thinking is not ordered by academic level, but was rather influenced by the immediate relevance of each group's recent curriculum to the topic of sound. This article concludes by examining the results through the lens of several different theories of conceptual change, and by making suggestions, in light of these results, for how the teaching of sound concepts might be improved.     

The effects of the kinesthetic-tactile component of the VAKT procedure on secondary LD students' reading performance

Multisensory instructional approaches have been used in teaching handicapped children for many years, but have never been adequately validated. Using a multiplebaseline design and direct measurement of words read and spelled as the dependent variable, this study evaluated the effects of the kinesthetic-tactile component in VAKT instruction. The results indicated that the three secondary LD students read more words correctly after VAKT instruction than after VA instruction, and retained more VAKT instructed words at one-week, three-week, and six-month retention probes. The instruction did not differentially affect the speiling of words. The implications of these findings are discussed.     

Effects of compression garments on surface EMG and physiological responses during and after distance running

BackgroundThe few previous studies that focused on the effects of compression garments (CG) on distance running performance have simultaneously measured electromyogram, physiological, and perceptual parameters. Therefore, this study investigated the effects of CG on muscle activation and median frequency during and after distance running, as well as blood-lactate concentration and rating of perceived exertion (RPE) during distance running.MethodsEight healthy male recreational runners were recruited to randomly perform two 40 min treadmill running trials, one with CG, and the other with control garment made of normal cloth. The RPE and the surface electromyography (EMG) of 5 lower extremity muscles including gluteus maximus (GM), rectus femoris (RF), semitendinosus (ST), tibialis anterior (TA), and gastrocnemius (GAS) were measured during the running trial. The blood-lactate levels before and after the running trial were measured.ResultsWearing CG led to significant lower muscle activation (p < 0.05) in the GM (decreased 7.40%–14.31%), RF (decreased 4.39%–4.76%), and ST (decreased 3.42%–7.20%) muscles; moreover, significant higher median frequency (p < 0.05) in the GM (increased 5.57%) and ST (increased 10.58%) muscles. Wearing CG did not alter the RPE values or the blood-lactate levels (p > 0.05).ConclusionWearing CG was associated with significantly lower muscle activation and higher median frequency in the running-related key muscles during distance running. This finding suggested that wearing CG may improve muscle function, which might enhance running performance and prevent muscle fatigue.     

Effects of varying text difficulty levels on second language (L2) reading attitudes and reading comprehension

This study investigated the effects of varying text difficulty on L2 reading attitudes and reading comprehension. To provide the optimal challenge for L2 reading, comprehensible input hypothesis postulates that choosing text slightly harder than the learner's current level will enhance reading comprehension. Fifty‐four freshmen from one university in central Taiwan were randomly divided into two groups. Students in the ‘i − 1’ group were given level 3 and level 4 Oxford Graded Readers while students in the ‘i + 1’ group were provided with level 5 and level 6. Quantitative data were obtained via the English Placement Exam and the Reading Attitudes Survey. Results from the pretest and posttest of the Reading Attitudes Survey suggest that the i − 1 group has gained significantly in reading attitudes, whereas no difference in reading attitude was identified with the i + 1 group. Results also indicate that varied difficulty levels of reading text did not significantly affect participants' reading comprehension.     

Supernatant decanting on a centrifugal platform

This study presents a novel approach to decant supernatant on a centrifugal platform. By manipulating the centrifugally induced pressure and the elastic deformation of the plastic lids in the decanting chamber, fixed amounts of the supernatant can be decanted into the detection chamber at lower rotational speeds. The experimental results showed that decanted volume is affected by the volume of deformation and the operating parameters. Factors that influence the decanting ratio are also discussed. This approach has the advantages of simple design and low manufacturing cost; further, it has no need of surface modification. It has been applied to on-disk separation of plasma from whole blood, and the results showed good stability and repeatability.     

A context-adaptive teacher training model in a ubiquitous learning environment

In view of the discrepancies in teacher training and teaching practice, this paper put forward a context-adaptive teacher training model in a ubiquitous learning (u-learning) environment. The innovative model provides teachers of different subjects with adaptive and personalized learning content in a u-learning environment, implements intra- and inter-group collaboration to facilitate knowledge construction and in-depth study, and promotes reflection with the help of the supervising teacher's review and summarization. To test the effect, the model was applied to a general teacher training. Participants were then given questionnaires and interviews were conducted to assess the effectiveness of the model and attitude. Results showed that the model promoted teachers’ learning effectively, achieved the combination of teacher training and teaching practice. Moreover, teachers held positive attitude toward the model.     

Challenges to quality of English medium instruction degree programs in Taiwanese universities and the role of local accreditors: a perspective of non-English-speaking Asian country

As the numbers of international students have grown, higher education institutions in Asia have offered a growing range of English medium instruction (EMI) degree programs. But Asian governments and higher education institutions have not thought deeply about how to ensure quality of English medium instruction degree programs. At the same time, their accreditors have not been fully aware of how to establish an external quality assurance mechanism to measure the quality of these programs. This study’s main purpose is to put the quality of the EMI degree programs of Taiwan higher education institutions into the perspective of the Taiwan’s institutions and one local Taiwan accreditor. With both qualitative and quantitative approaches, a survey targeting Taiwan’s colleges and universities and interviews of Higher Education Evaluation & Accreditation Council of Taiwan international reviewers and Asian higher education experts are used to examine the challenges of EMI implementation in Taiwan universities and the role of local accreditors playing in reviewing the English medium instruction degree programs.     

Effects of fieldwork experience on empowering prospective foreign language teachers

Teacher educators may have different views on what constitutes knowledge base for teacher education. Most of them, however, would agree that field experiences are indispensable for shaping and maintaining high-quality teachers. Unlike teacher training courses in the UK and US, fieldwork components are not always an option in Taiwan. This study, therefore, investigated the effects of a language teacher training course that integrated fieldwork components with traditional lectures. Both quantitative and qualitative data were collected from 13 participants. Results indicate that field-based components help prospective foreign language teachers to become reflective of their weaknesses and strengths and enhance their teacher efficacy.     

High School Teachers' Motivational Perceptions and Strategies in an East Asian Nation

This study investigated the relationships between teachers' self‐reported classroom goal structures, instructional self‐perceptions, teaching efficacy, and perceptions of students' motivation in a developing East Asian nation. This study's participants were 404 teachers, across subject areas, in 14 high schools in an East Asian nation. Similar studies have been conducted in western nations, but these cannot be generalised to the East Asian cultural context without direct research. The following teacher perceptions correlated strongly with perceptions of student motivation: learning goal orientations; student ability; instrumentality of instruction; and high teaching self‐efficacy. Among these related factors, learning goals and ability emerged as the strongest predictors of perceived student motivation. Teachers interviewed reported that their students' motivation is primarily extrinsic and performance‐oriented, influenced by external factors, predominantly exam pressure and social expectations. These findings have important implications for teacher education and practice, and for school policy and educational reform.