Mapping the knowledge structure exhibited by a cohort of students based on their understanding of how a galvanic cell produces energy

This study evaluates the use of an open‐ended question to determine students' knowledge structure on the topic of galvanic cells. The open‐ended question was developed and administered to 163 Grade 10 students who had earlier completed a course on electrochemistry. Students' responses were marked as well as coded on the basis of the fields identified from their responses. This was then evaluated statistically to determine the collective knowledge structure of the sample of students. The knowledge structure thus mapped contains both canonical concepts and alternative conceptions (ACs). An important finding emerging from this study is that instructors need to focus student's attention on the dynamic processes involving electrons and ions during the operation of galvanic cells. In order for students to fully understand how a galvanic cell operates, they need to see the whole picture. There are three critical components that lead to students' understanding of how an oxidation–reduction reaction can generate energy and how a circuit is complete: transfer of electrons during oxidation–reduction half‐reactions, flow of electrons within metals, and migration of ions in solution. Also, we found that it is possible for students to use correct chemistry concepts in an incorrect way by establishing linkages among these in an inappropriate manner. We reiterate that apart from evaluating students' ACs, it is also important to evaluate the links between the concepts and conceptions present in students' knowledge structure so that teaching can be made more effective.     

Determination of clinically relevant content for a musculoskeletal anatomy curriculum for physical medicine and rehabilitation residents

To address the need for more clinical anatomy training in residency education, many postgraduate programs have implemented structured anatomy courses into their curriculum. Consensus often does not exist on specific content and level of detail of the content that should be included in such curricula. This article describes the use of the Delphi method to identify clinically relevant content to incorporate in a musculoskeletal anatomy curriculum for Physical Medicine and Rehabilitation (PM&R) residents. A two round modified Delphi involving PM&R experts was used to establish the curricular content. The anatomical structures and clinical conditions presented to the expert group were compiled using multiple sources: clinical musculoskeletal anatomy cases from the PM&R residency program at the University of Toronto; consultation with PM&R experts; and textbooks. In each round, experts rated the importance of each curricular item to PM&R residency education using a five‐point Likert scale. Internal consistency (Cronbach's alpha) was used to determine consensus at the end of each round and agreement scores were used as an outcome measure to determine the content to include in the curriculum. The overall internal consistency in both rounds was 0.99. A total of 37 physiatrists from across Canada participated and the overall response rate over two rounds was 97%. The initial curricular list consisted of 361 items. After the second iteration, the list was reduced by 44%. By using a national consensus method we were able to objectively determine the relevant anatomical structures and clinical musculoskeletal conditions important in daily PM&R practice. Anat Sci Educ 7: 135–143. © 2013 American Association of Anatomists.     

Oxygen plasma treatment for reducing hydrophobicity of a sealed polydimethylsiloxane microchannel

Rapid prototyping of polydimethylsiloxane (PDMS) is often used to build microfluidic devices. However, the inherent hydrophobic nature of the material limits the use of PDMS in many applications. While different methods have been developed to transform the hydrophobic PDMS surface to a hydrophilic surface, the actual implementation proved to be time consuming due to differences in equipment and the need for characterization. This paper reports a simple and easy protocol combining a second extended oxygen plasma treatments and proper storage to produce usable hydrophilic PDMS devices. The results show that at a plasma power of 70 W, an extended treatment of over 5 min would allow the PDMS surface to remain hydrophilic for more than 6 h. Storing the treated PDMS devices in de-ionized water would allow them to maintain their hydrophilicity for weeks. Atomic force microscopy analysis shows that a longer oxygen plasma time produces a smoother surface.     

Vertical stream curricula integration of problem-based learning using an autonomous vacuum robot in a mechatronics course

Difficulties in teaching a multi-disciplinary subject such as the mechatronics system design module in Departments of Mechatronics Engineering at Temasek Polytechnic arise from the gap in experience and skill among staff and students who have different backgrounds in mechanical, computer and electrical engineering within the Mechatronics Department. The departments piloted a new vertical stream curricula model (VSCAM) to enhance student learning in mechatronics system design through integration of educational activities from the first to the second year of the course. In this case study, a problem-based learning (PBL) method on an autonomous vacuum robot in the mechatronics systems design module was proposed to allow the students to have hands-on experience in the mechatronics system design. The proposed works included in PBL consist of seminar sessions, weekly works and project presentation to provide holistic assessment on teamwork and individual contributions. At the end of VSCAM, an integrative evaluation was conducted using confidence logs, attitude surveys and questionnaires. It was found that the activities were quite appreciated by the participating staff and students. Hence, PBL has served as an effective pedagogical framework for teaching multidisciplinary subjects in mechatronics engineering education if adequate guidance and support are given to staff and students.     

Roles of position, stress, and proficiency in L2 children’s spelling: A developmental perspective

This study investigated the roles of phoneme position, stress, and proficiency in L2 spelling development by Taiwanese students learning English as a Foreign Language (EFL), an alphabetic writing system typologically different from the learners’ L1 logographic system. Structured nonword spelling tests were administered to EFL sixth-graders with lower and higher English proficiency level. The results showed that overall, final phonemes were spelled more poorly than their initial and medial counterparts; however, phoneme position effect decreased as learners’ English proficiency improved. Secondly, spelling of the stressed syllable was significantly better than that of the unstressed syllable. However, when phonemes were held constant, stress effect was significant only in the first, but not in the second syllable. Thirdly, higher proficient EFL children spelled significantly better than their lower proficient counterparts, and spelling errors were more systematic in the former. The findings of the study are discussed from linguistic, psychological, and developmental perspectives.     

Students' questions and discursive interaction: Their impact on argumentation during collaborative group discussions in science

This study investigated the potential of students' written and oral questions both as an epistemic probe and heuristic for initiating collaborative argumentation in science. Four classes of students, aged 12–14 years from two countries, were asked to discuss which of two graphs best represented the change in temperature as ice was heated to steam. The discussion was initiated by asking questions about the phenomenon. Working in groups (with members who had differing viewpoints) and guided by a set of question prompts, an argument sheet, and an argument diagram, students discussed contrasting arguments. One group of students from each class was audiotaped. The number of questions written, the concepts addressed, and the quality of written arguments were then scored. A positive correlation between these factors was found. Discourse analysis showed that the initial focus on questions prompted students to articulate their puzzlement; make explicit their claims and (mis)conceptions; identify and relate relevant key concepts; construct explanations; and consider alternative propositions when their ideas were challenged. Productive argumentation was characterized by students' questions which focused on key ideas of inquiry, a variety of scientific concepts, and which made explicit reference to the structural components of an argument. These findings suggest that supporting students in productive discourse is aided by scaffolding student questioning, teaching the criteria for a good argument, and providing a structure that helps them to organize and verbalize their arguments. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:883–908, 2010     

Obesity prevention and health promotion during early periods of growth and development

Current problems of health - related fitness promotion in children and adolescents- economic, social, cultural and other environmental factors. A relationship between the environment and the child, beginning dining the gestation period that influences both positive and negative, health outcomes later in life.[第一段]     

Three-dimensional kinematics of the lower limbs during forward ice hockey skating

The objectives of the study were to describe lower limb kinematics in three dimensions during the forward skating stride in hockey players and to contrast skating techniques between low- and high-calibre skaters. Participant motions were recorded with four synchronized digital video cameras while wearing reflective marker triads on the thighs, shanks, and skates. Participants skated on a specialized treadmill with a polyethylene slat bed at a self-selected speed for 1 min. Each participant completed three 1-min skating trials separated by 5 min of rest. Joint and limb segment angles were calculated within the local (anatomical) and global reference planes. Similar gross movement patterns and stride rates were observed; however, high-calibre participants showed a greater range and rate of joint motion in both the sagittal and frontal planes, contributing to greater stride length for high-calibre players. Furthermore, consequent postural differences led to greater lateral excursion during the power stroke in high-calibre skaters. In conclusion, specific kinematic differences in both joint and limb segment angle movement patterns were observed between low- and high-calibre skaters.     

Building a Reading Culture in a Singapore School: Identifying Spaces for Change Through a Socio-spatial Approach

Research tells us that reading is correlated to academic achievement but how do we motivate students to read? How can schools build reading cultures? Through the case study of a government secondary school in Singapore, I examine how attention to the invisible network of resources that support reading can provide insight into students’ resources for reading, both at home and in school. Additionally, I explain, through the mapping of the school library as a reading space, how a socio-spatial approach that maps the physical, social and affective spaces of the library can provide a framework for strategic and focused action to cultivate a school’s reading culture.