Measuring Mathematical Competences of Engineering Students at the Beginning of Their Studies

This article reports about our efforts to determine engineering students' competence in mathematics. Our research is embedded in a larger project, KoM@ING–Modeling and developing competence: Integrated IRT based and qualitative studies with a focus on mathematics and its usage in engineering studies, within the program Modeling and Measuring Competencies in Higher Education (KoKoHS). KoKoHS provides the umbrella organization of several research projects addressing the modeling and measuring of competences at the college level. KoM@ING aims to model the role of engineering students' mathematical competences for their studies from both a quantitative and a qualitative perspective.

Here, we report the development of a large-scale instrument assessing engineering freshmen's competence in mathematics by applying Rasch analysis to determine measures for item difficulties and student abilities. Several analyses were performed to provide insights into the measures' reliability and validity. In particular, to examine cognitive validity, we scrutinized students' think-aloud protocols when solving the items to investigate their problem solving abilities as a proxy for item difficulty. Overall, we found first evidence that our instrument is suitable to assess engineering freshmen's competence in mathematics. This instrument may be helpful to conduct further research and to inform those concerned with college organization and policy.     

Lessons with Living Harvest Mice: An empirical study of their effects on intrinsic motivation and knowledge acquisition

The aim of this study was to evaluate the effects of living animals on pupils’ intrinsic motivation and knowledge. Various studies from the late 1970s and 1980s stress the high effectiveness of authentic learning experiences in pupils’ knowledge acquisition. However, there are only few current empirical studies on this topic. The research question of our study is to assess whether the use of living animals in the biology classroom supports intrinsic motivation and knowledge acquisition. In a pre-/post-test design, 185 fifth graders received two different treatments: the experimental group (N?=?74) was taught with living harvest mice (Micromys minutus) and the control group (N?=?111) received lessons with the same content which was presented in short film clips on laptop computers. Knowledge acquisition was assessed with open-ended and closed questions, while intrinsic motivation was tested with an adapted version of the Intrinsic Motivation Inventory (IMI). There were no differences in knowledge acquisition between the treatments. However, the results of the IMI showed significant differences in favour of the experimental group in interest/enjoyment, perceived competence, and perceived autonomy. Thus, living animals exert a positive influence on motivation.     

A faster running speed is associated with a greater body weight loss in 100-km ultra-marathoners

Abstract

In 219 recreational male runners, we investigated changes in body mass, total body water, haematocrit, plasma sodium concentration ([Na⁺]), and urine specific gravity as well as fluid intake during a 100-km ultra-marathon. The athletes lost 1.9 kg (s = 1.4) of body mass, equal to 2.5% (s = 1.8) of body mass (P < 0.001), 0.7 kg (s = 1.0) of predicted skeletal muscle mass (P < 0.001), 0.2 kg (s = 1.3) of predicted fat mass (P < 0.05), and 0.9 L (s = 1.6) of predicted total body water (P < 0.001). Haematocrit decreased (P < 0.001), urine specific gravity (P < 0.001), plasma volume (P < 0.05), and plasma [Na⁺] (P < 0.05) all increased. Change in body mass was related to running speed (r = ?0.16, P < 0.05), change in plasma volume was associated with change in plasma [Na⁺] (r = ?0.28, P < 0.0001), and change in body mass was related to both change in plasma [Na⁺] (r = ?0.36) and change in plasma volume (r = 0.31) (P < 0.0001). The athletes consumed 0.65 L (s = 0.27) fluid per hour. Fluid intake was related to both running speed (r = 0.42, P < 0.0001) and change in body mass (r = 0.23, P = 0.0006), but not post-race plasma [Na⁺] or change in plasma [Na⁺] (P > 0.05). In conclusion, faster runners lost more body mass, runners lost more body mass when they drank less fluid, and faster runners drank more fluid than slower runners.     

Do chimpanzees reason logically?

Psychologists disagree about the development of logical concepts such as or and not. While some theorists argue that infants reason logically, others maintain that logical inference is contingent on linguistic abilities and emerges around age 4. In this Registered Report, we conducted five experiments on logical reasoning in chimpanzees. Subjects (N = 16; 10 females; M = 24 years) participated in the same setup that has been administered to children: the two-, three-, and four-cup-task. Chimpanzees performed above chance in the two-cup-, but not in the three-cup-task. Furthermore, chimpanzees selected the logically correct option more often in the test than the control condition of the four-cup-task. We discuss possible interpretations of these findings and conclude that our results are most consistent with non-deductive accounts.     

Faecal calprotectin in the diagnosis of inflammatory bowel disease

Suspicion of inflammatory bowel disease should be raised in any patient with chronic or recurrent abdominal pain and diarrhoea. However, symptoms of inflammatory bowel disease (IBD) overlap with functional gastrointestinal disorders and those patients may not need endoscopy. Currently, colonoscopy with multiple biopsies is considered the gold standard to establish the diagnosis of IBD. Unfortunately, patient selection for endoscopy based on symptoms is not reliable. The use of guidelines of appropriateness for endoscopy yields significantly more significant findings but the selection criteria suffer from low specificity. Calprotectin is a calcium binding protein of neutrophil granulocytes that correlates well with neutrophil infiltration of the intestinal mucosa when measured in faeces. In the last decade, a large body of evidence on the diagnostic value of faecal calprotectin has accumulated and measurement of calprotectin in faeces has been suggested as a surrogate marker of intestinal inflammation. Testing of faecal calprotectin has been highly useful to distinguish organic from functional intestinal disorders in patients with abdominal complaints. Additionally, faecal calprotectin has reliably identified colonic inflammation in patients with suspected IBD. The use of this inexpensive and widely available test in the evaluation and risk stratification in patients with abdominal complaints is likely to increase in the future.     

Affective State of School Pupils During Their First Lesson of the Day—Effect of Morningness–Eveningness

One of the most intriguing results concerning chronopsychological effects at school is the worse school performance in evening‐oriented adolescents. The study intends to correlate affective state with chronotype. Therefore, we carried out a field study in adolescents in a natural setting (in school) and assessed their actual affective state during the very first lesson at school (8:00 a.m.). A total of 97 pupils (60 boys and 37 girls; mean age 13.14 ± SD 1.84; range 10–17 years) from class Grades 5, 6, 8, 9, and 10 participated in this study. We used the Composite Scale of Morningness (CSM) to assess morningness and the Adjective Checklist for Children (EWL40‐KJ) to assess mood. Morningness was positively associated with relaxation, good mood, and activation, and negatively related to bad mood, anger, and deactivation. No significant relationship was found related to excitation, aggression, anxiety, and depressiveness. Concerning the two general dimensions, CSM scores were positively related to positive mood and negatively to negative mood.     

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