IN SEARCH OF MEANING: A REMINISCENCE PROGRAM FOR OLDER PERSONS

A pilot evaluation is reported of a reminiscence program aimed at increasing personal meaning. Fifty-seven older persons completed both a sentence completion questionnaire measuring personal meaning and a depression scale administered before and after the program. In comparison to a group from a representative survey that was matched on life contexts, the personal meaning profile of the intervention group was more negative and more focused on self. Hence, a group with impoverished meaning was participating in the program. After the intervention, the personal meaning profile was more positive, in particular with regard to self-evaluations and evaluations of social relations. The group that improved most on depression also improved most on personal meaning. Further research on the program is warranted.     

Modern Objectives and Methods for Laboratory Instruction

In considering the role of the undergraduate laboratory in an engineering curriculum, it is important that the objectives of the laboratory program be well understood and clearly set forth. It is proposed that the objectives of a modern laboratory program should be: 1) to supplement and strengthen the teaching of subject matter by laboratory methods and 2) to teach the theory and practice of experimentation. A complete laboratory program designed to meet the above objectives should include classroom demonstrations, self-demonstrations, a course on the theory and practice of experimentation, a measurements course, and a senior projects laboratory. The unique features of, such a laboratory program are 1) the self-demonstrations which are designed and programmed much like a teaching machine but which are made up of normal laboratory equipment with which the student carries out an actual physical experiment, and 2) the handling of the theory and practice of experimentation as a body of information which can be taught and which exists as a subject in its own right to be included in an engineering curriculum.     

SUBJECTIVE MISCONCEPTIONS IN PHYSICS IN RELATION TO INTELLIGENCE,SEX AND INSTRUCTION

Research on subjective misconceptions in physics has not systematically investigated interindividual differences or the impact of formal physics instruction. In this empirical study, two sets of more abstract and of more familiar kinematics tasks were given to a sample (N=201) consisting of two cohorts of German secondary school students (one having received 18 months of physics instruction and the other none), balanced according to level of intelligence (high versus average) and sex. The answers obtained in diagram form were analysed for correct versus incorrect solutions and for subjective misconceptions in physics. Quantitative and qualitative differences in the answers were found between male and female students as well as between students of high versus average intelligence, particularly for the abstract tasks. From the cross‐sectional analysis, it was concluded that only boys profited from physics instruction in school Considering these important subgroup differences, consequences for special schooling for gifted and for female students are discussed

     

The effects of environment‐based education on students' critical thinking skills and disposition toward critical thinking

This study examined the relationship between environment‐based education and high school students' critical thinking skills and disposition toward critical thinking. Four hundred four 9^th and 12^th grade students from 11 Florida high schools participated in the study. A Pretest‐Posttest Nonequivalent Comparison Group Design (9^th grade) and a Posttest Only Nonequivalent Comparison Group Design (12^th grade) were used. Interviews of students and teachers were used in the classic sense of triangulation. Data collection took place over the 2001–2002 school year. When controlling for pretest score, grade point average (GPA), gender, and ethnicity, environment‐based programs had a positive effect on 9^th grade students' critical thinking skills (p=.002). When controlling for GPA, gender, and ethnicity, environment‐based programs had a positive effect on 12^th grade students' critical thinking skills (p < .001) and disposition toward critical thinking (p < .001). The results of this study support the use of environment‐based education for improving critical thinking and can be used to guide future implementation.     

Knowledge of Traumatic Brain Injury among Educators

The purpose of this study is to determine knowledge of traumatic brain injury among educators. Few studies have examined knowledge of traumatic brain injury in this population and fewer still have included a substantial proportion of general education teachers. Examining knowledge of traumatic brain injury in educators is important as the vast majority of children with traumatic brain injury will return to school and many are likely to require support in the short term and some will require special education services in the long term. The Common Misconceptions of Traumatic Brain Injury questionnaire was completed by 94 educators. Participants demonstrated accurate knowledge on a number of questionnaire items associated with the identification of individuals with traumatic brain injury, common socio-emotional effects, and recovery from traumatic brain injury; however, a considerable degree of uncertainly was indicated on several items relevant to the school setting. In addition, substantial misconception rates were noted on only four items including one pertaining to recovery and another concerning the likelihood of additional brain injuries. Knowing someone with traumatic brain injury, participating in training and having taught a student with traumatic brain injury resulted in greater knowledge. Implications of these findings for educators are discussed.     

Ecological knowledge: Acquisition and use in problem solving and in decision making

Ecological knowledge is analyzed under psychological and educational aspects. In empirical studies three experimental settings were used to investigate this type of knowledge: (1) a computer simulation of an ecological system, (2) an environmental game as a new variant of the Commons Dilemma, and (3) a computerized text base on various aspects of an actual environmental problem. The subjects had to acquire and to apply this knowledge in making predictions, planning intervention, deciding about environmental measures etc. The results show which conditions impair the acquisition and correct utilization of ecological knowledge and how it is possible to provide well-structured learning environments for this content domain.