Video-Based Analyses of Motivation and Interaction in Science Classrooms

An analytical framework for examining students’ motivation was developed and used for analyses of video excerpts from science classrooms. The framework was developed in an iterative process involving theories on motivation and video excerpts from a ‘motivational event’ where students worked in groups. Subsequently, the framework was used for an analysis of students’ motivation in the whole class situation. A cross-case analysis was carried out illustrating characteristics of students’ motivation dependent on the context. This research showed that students’ motivation to learn science is stimulated by a range of different factors, with autonomy, relatedness and belonging apparently being the main sources of motivation. The teacher’s combined use of questions, uptake and high level evaluation was very important for students’ learning processes and motivation, especially students’ self-efficacy. By coding and analysing video excerpts from science classrooms, we were able to demonstrate that the analytical framework helped us gain new insights into the effect of teachers’ communication and other elements on students’ motivation.     

Personality Dispositions,Expectancy and Context in Attributional Thinking

The purpose of the study was to explore the relationship between attribution and selected personality dispositions, as well as self‐serving attribution. Four hypotheses were formulated: (1) Attributions for positive events correlate differently with the five personality dispositions than attributions for negative events, (2) factor analysis and cluster analysis of attributions for positive and negative events and the five personality dispositions will generate a general bipolar expectancy factor, (3) self‐serving attributions will dominate irrespective of subcultural context, and (4) the dominance of self‐serving attributions will be stronger in an individualistic‐oriented context than in a collectivistic‐oriented context. One‐hundred‐and‐fifty students, selected from two educational contexts (one individualistic‐oriented and one collectivistic‐oriented), were scored on attributions for positive and negative events as well as on the five personality dispositions on the basis of an inventory. All four hypotheses were supported. Educational implications are discussed.     

Reflective Teaching: A Literature Review

Recent attention has focused on the development of reflective teachers. Teacher educators have developed and used several reflective strategies, programs, and models to enhance preservice and in-service teachers' reflective abilities. The purpose of this article is to describe and comment on the different perspectives regarding theory and research on reflective teaching. This paper focused on three dimensions: (a) an account of the conceptual alternatives and theoretical traditions of reflection, (b) an overview of practical and empirical efforts on reflection in classroom and physical education settings, and (c) methodological issues and recommendations for future research.     

医学论文常见歧义辨析

从词类和短语使用不当以及编辑加工的角度分析医学论文中歧义产生的原因，并结合例句进行了辨析。     

跆拳道横踢技术中上肢运动的生物力学分析

在跆拳道比赛中横踢技术最为常见，也是最主要的得分手段。跆拳道横踢技术的动作特点是快速有力且较易使用。而上肢的运动在跆拳道的横踢中主要是摆动，这种摆动除了起平衡作用外，再就是有利于躯干的扭转。研究中应用不需人工识别关节点的红外光点高速测试方法获取横踢动作中上肢运动的运动学数据，通过运动学的分析揭示跆拳道横踢动作中上肢的空间运动规律和特征，并通过分析这些运动学特征，探讨上肢的运动对跆拳道横踢动作质量的影响。以期对跆拳道教练员和运动员的教学与训练有所帮助。     

Editor's note

This study was designed to investigate the effects of question tense (past, present, future, and conditional) on intentionally deceptive and truthful responses to questions asked during employment interviews. The results from the multiple discriminant analyses identified 6 variables which differentiated between truthful and deceptive messages and 19 variables which differentiated between the four temporal conditions. Future research should be conducted with caution to control for the potential affects of verb tense and question difficulty.