Reciprocal peer assessment as a learning tool for secondary school students in modeling-based learning

The aim of this study was to investigate how reciprocal peer assessment in modeling-based learning can serve as a learning tool for secondary school learners in a physics course. The participants were 22 upper secondary school students from a gymnasium in Switzerland. They were asked to model additive and subtractive color mixing in groups of two, after having completed hands-on experiments in the laboratory. Then, they submitted their models and anonymously assessed the model of another peer group. The students were given a four-point rating scale with pre-specified assessment criteria, while enacting the peer-assessor role. After implementation of the peer assessment, students, as peer assessees, were allowed to revise their models. They were also asked to complete a short questionnaire, reflecting on their revisions. Data were collected by (i) peer-feedback reports, (ii) students’ initial and revised models, (iii) post-instructional interviews with students, and (iv) students’ responses to open-ended questions. The data were analyzed qualitatively and then quantitatively. The results revealed that, after enactment of the peer assessment, students’ revisions of their models reflected a higher level of attainment toward their model-construction practices and a better conceptual understanding of additive and subtractive color mixing. The findings of this study suggest that reciprocal peer assessment, in which students experience both the role of assessor and assessee, facilitates students’ learning in science. Based on our findings, further research directions are suggested with respect to novel approaches to peer assessment for developing students’ modeling competence in science learning.     

Skeletal muscle glycogen concentration and metabolic responses following a high glycaemic carbohydrate breakfast

The purpose of this study was to examine the influence of a carbohydrate-rich meal on post-prandial metabolic responses and skeletal muscle glycogen concentration. After an overnight fast, eight male recreational/club endurance runners ingested a carbohydrate (CHO) meal (2.5 g CHO x kg(-1) body mass) and biopsies were obtained from the vastus lateralis muscle before and 3 h after the meal. Ingestion of the meal resulted in a 10.6 +/- 2.5% (P < 0.05) increase in muscle glycogen concentration (pre-meal vs post-meal: 314.0 +/- 33.9 vs 347.3 +/- 31.3 mmol x kg(-1) dry weight). Three hours after ingestion, mean serum insulin concentrations had not returned to pre-feeding values (0 min vs 180 min: 45 +/- 4 vs 143 +/- 21 pmol x l(-1)). On a separate occasion, six similar individuals ingested the meal or fasted for a further 3 h during which time expired air samples were collected to estimate the amount of carbohydrate oxidized over the 3 h post-prandial period. It was estimated that about 20% of the carbohydrate consumed was converted into muscle glycogen, and about 12 % was oxidized. We conclude that a meal providing 2.5 g CHO x kg(-1) body mass can increase muscle glycogen stores 3 h after ingestion. However, an estimated 67% of the carbohydrate ingested was unaccounted for and this may have been stored as liver glycogen and/or still be in the gastrointestinal tract.     

Skeletal muscle glycogen concentration and metabolic responses following a high glycaemic carbohydrate breakfast

The purpose of this study was to examine the influence of a carbohydrate-rich meal on post-prandial metabolic responses and skeletal muscle glycogen concentration. After an overnight fast, eight male recreational/club endurance runners ingested a carbohydrate (CHO) meal (2.5 g CHO?·?kg^?1 body mass) and biopsies were obtained from the vastus lateralis muscle before and 3 h after the meal. Ingestion of the meal resulted in a 10.6?±?2.5% (P?<?0.05) increase in muscle glycogen concentration (pre-meal vs post-meal: 314.0?±?33.9 vs 347.3?±?31.3 mmol?·?kg^?1 dry weight). Three hours after ingestion, mean serum insulin concentrations had not returned to pre-feeding values (0 min vs 180 min: 45?±?4 vs 143?±?21 pmol?·?l^?1). On a separate occasion, six similar individuals ingested the meal or fasted for a further 3 h during which time expired air samples were collected to estimate the amount of carbohydrate oxidized over the 3 h post-prandial period. It was estimated that about 20% of the carbohydrate consumed was converted into muscle glycogen, and about 12 % was oxidized. We conclude that a meal providing 2.5 g CHO?·?kg^?1 body mass can increase muscle glycogen stores 3 h after ingestion. However, an estimated 67% of the carbohydrate ingested was unaccounted for and this may have been stored as liver glycogen and/or still be in the gastrointestinal tract.     

PERSONAL AND SCHOOL CULTURAL FACTORS ASSOCIATED WITH THE PERCEPTIONS OF TEACHERS’ EFFICACY IN HANDLING STUDENT MISBEHAVIOR

One approach for understanding teachers’ behavioral responses to classroom student misbehavior is through the perceptions of efficacy in handling this stressor. The present study investigated the relationship and predictive ability of personal and school cultural factors as they relate to perceptions of teachers’ efficacy in handling student misbehavior (TEHSM). Participants were 344 primary (n = 189) and secondary (n = 155), full‐time, public school teachers from a southeastern state in the USA. Teachers completed online self‐report measures of TEHSM and all personal and school cultural factors. Student socioeconomic status (SES) information was provided by the school districts. Structure equation modeling (SEM) results indicated the final empirical model to account for 66% of the variance in TESHM, with professional development and student SES having the strongest association with TEHSM. This study provides a vital step towards understanding factors that drive teachers’ perceptions of their efficacy in handling misbehaving students.     

Predicting academic achievement of Greek secondary school Students from family background and California Psychological Inventory scores

Family background data and California Psychological Inventory (CPI) protocols were obtained from 1643 Greek students (825 males, 818 females), from 19 schools in upper, above average, below average, and lower socioeconomic districts of the City of Athens. Students were enrolled in Grades 8 and 9 (gymnasio) or 10 through 12 (likio). Background variables, individual CPI scales, and a combination of six CPI scales developed earlier to forecast high school academic achievement in the United States were related to the scholastic performance of the Greek students. For all 1643 students, the optimum linear combination of three family background variables correlated .29 with grades, whereas the previously defined CPI equation had a correlation of .38. Similar results were observed in subsamples defined by sex and school level. It was concluded that the CPI measures showed sufficient validity in this cross-cultural application to warrant further research at higher educational levels, and in special subgroups such as the intellectually gifted or mathematically precocious.     

The BASES Expert Statement on use of music in exercise

The use of music during exercise has become ubiquitous over the past two decades and is now supported by a burgeoning body of research detailing its effects and the contingencies surrounding its use. The purpose of this statement is to present a synopsis of the body of knowledge, with selected references, and to provide practical recommendations for exercise practitioners regarding music selection. Following the identification of methodological shortcomings in early studies, researchers have been guided by new conceptual frameworks, and have produced more consistent findings as a consequence. The use of music has been found to yield ergogenic effects in the exercise domain while also promoting psychological (e.g. enhanced affect) and psychophysical (reduced ratings of perceived exertion) benefits. There is a paucity of research examining the longitudinal effects of music on key outcome variables such as exercise adherence.     

Secondary School Teachers’ Knowledge and Attitudes Towards Renewable Energy Sources

Investigating knowledge, perceptions as well as attitudes of public that concern various aspects of environmental issues is of high importance for Environmental Education. An integrated understanding of these parameters can properly support the planning of Environmental Education curriculum and relevant educational materials. In this survey we investigated knowledge and attitudes of secondary school teachers in Greece towards renewable energy sources, particularly wind and solar energy systems. A questionnaire with both open and close questions was used as the main methodological instrument. Findings revealed that although teachers were informed about renewable energy sources and well disposed towards these sources, they hardly expressed clear positions regarding several issues about wind and solar energy technologies and farms. Moreover such themes are limited integrated in teaching either as extra curricular educational programs or through the curriculum. These findings cannot confirm that teachers could influence students’ opinion towards renewable energy systems. Thus, authorities should invest more in Environmental Education and relevant Teachers' Education.     

Music in the exercise domain: a review and synthesis (Part I)

Since a 1997 review by Karageorghis and Terry, which highlighted the state of knowledge and methodological weaknesses, the number of studies investigating musical reactivity in relation to exercise has swelled considerably. In this two-part review paper, the development of conceptual approaches and mechanisms underlying the effects of music are explicated (Part I), followed by a critical review and synthesis of empirical work (spread over Parts I and II). Pre-task music has been shown to optimise arousal, facilitate task-relevant imagery and improve performance in simple motoric tasks. During repetitive, endurance-type activities, self-selected, motivational and stimulative music has been shown to enhance affect, reduce ratings of perceived exertion, improve energy efficiency and lead to increased work output. There is evidence to suggest that carefully selected music can promote ergogenic and psychological benefits during high-intensity exercise, although it appears to be ineffective in reducing perceptions of exertion beyond the anaerobic threshold. The effects of music appear to be at their most potent when it is used to accompany self-paced exercise or in externally valid conditions. When selected according to its motivational qualities, the positive impact of music on both psychological state and performance is magnified. Guidelines are provided for future research and exercise practitioners.     

Evidence of open access of scientific publications in Google Scholar: A large-scale analysis

This article uses Google Scholar (GS) as a source of data to analyse Open Access (OA) levels across all countries and fields of research. All articles and reviews with a DOI and published in 2009 or 2014 and covered by the three main citation indexes in the Web of Science (2,269,022 documents) were selected for study. The links to freely available versions of these documents displayed in GS were collected. To differentiate between more reliable (sustainable and legal) forms of access and less reliable ones, the data extracted from GS was combined with information available in DOAJ, CrossRef, OpenDOAR, and ROAR. This allowed us to distinguish the percentage of documents in our sample that are made OA by the publisher (23.1%, including Gold, Hybrid, Delayed, and Bronze OA) from those available as Green OA (17.6%), and those available from other sources (40.6%, mainly due to ResearchGate). The data shows an overall free availability of 54.6%, with important differences at the country and subject category levels. The data extracted from GS yielded very similar results to those found by other studies that analysed similar samples of documents, but employed different methods to find evidence of OA, thus suggesting a relative consistency among methods.