Student-centred anti-smoking education: Comparing a classroom-based and an out-of-school setting

The present study monitored a student-centred educational anti-smoking intervention with fifth graders by focusing on their cognitive achievement and intrinsic motivation. In order to assess the potential influence of the setting on self-directed learning, the intervention was conducted in two different learning environments: a classroom-based group in class at school; and an out-of-school group in an outreach setting at a youth camp. A control group didn’t experience any specific intervention. Outcomes were assessed with an achievement test and the Intrinsic Motivation Inventory. Although in both learning settings similar cognitive levels were achieved, the out-of-school group showed a larger decrease in cognitive achievement and lower intrinsic motivation scores for interest and perceived choice. This empirical study adds new evidence to student-centred learning schemes in different learning environments, especially in an interdisciplinary context.     

Under-threes’ mathematical learning – teachers’ perspectives

This project highlights preschool teachers’ views of toddlers’ learning in mathematics. The Swedish national curriculum covers even the youngest children who are 1–3?years old. Interesting questions are thus: what should mathematics be for this age group and how should preschool teachers work with maths to achieve the curriculum objectives? Data were collected through interviews with six preschool teachers working in four different preschools. The data show that the teachers emphasize the body as very important for the learning process, which means that for these children, it is not a matter of simply talking about mathematical concepts, but experiencing them bodily. The teachers also report that they now pay more attention than previously to what material the children use and how they interact with it. They are more aware of how they organize and offer the various materials in the preschool and how this influences the way children use them and, consequently, their learning processes.     

Testing Creativity and Personality to Explore Creative Potentials in the Science Classroom

Integrating creativity into science classes may pave the way to tapping complex scientific phenomena. Although not yet conclusively defined nor assessed using standardized measures, creativity is understood to support cognitive learning in formal and informal settings. However, the successful integration of creativity in educational modules depends on many factors. As our knowledge of how to identify these factors is still limited, teachers may have difficulties effectively monitoring and fostering creativity. Consequently, a valid means to measure creativity would help teachers to identify creativity and its influencing factors within the limited scope of science lessons. In the present study, we collected data from 538 Bavarian secondary school students (M?±?SD?=?16.96?±?2.99; 65.4%, female) focussing on personality and creativity measures. Comparable to previous studies, two subscales for creativity were applied: act, comprising conscious and adaptable cognitive processes, and flow, describing a creative mental state of full immersion. Since personality is understood to be linked to creativity, we used the Big Five scale with its shortened item battery to assess personality. We found that personal characteristics such as conscientiousness and flow, openness and agreeableness, and extraversion and neuroticism were significantly correlated. Anticipated gender and age differences were only evident when extreme groups were compared: age influenced act in younger male students and flow in older female students. Drawing on the literature and our results, we suggest pedagogical approaches to provide opportunities for creativity in science classrooms.

     

Investigations of Modellers and Model Viewers in an Out-of-School Gene Technology Laboratory

Genetics is known to be one of the most challenging subjects in biology education because of its abstract concepts and processes. Therefore, hands-on experiments in authentic learning environments are supposed to increase comprehensibility and provide otherwise unavailable experiences to students. We applied a hands-on module in an out-of-school gene technology lab, combining experimentation and model work, in order to support the experimental work. In comparing the impact of two different approaches on cognitive achievement, cognitive load and instructional efficiency, we divided our sample (N = 254) into two groups: While both were subjected to the experimental part of the module, the modellers (n = 120) were required to generate a DNA model using assorted handcrafting materials, whereas the model viewers (n = 134) worked with a commercially available school model of DNA structure. Interestingly, the model viewers performed significantly better regarding a mid-term knowledge increase, while individual cognitive load scores during the activity remained similar. Accordingly, the model viewing approach produced significantly higher scores for instructional efficiency, pointing to enhanced cognitive achievement through a more intense perception of the DNA models’ correct contents. While at the first glance our results seem surprising, implications for teaching when models come into play and ways to avoid such discrepancies are discussed. Consequently, recommendations for classroom impacts are presented.

     

Hydrogel-based microfluidic incubator for microorganism cultivation and analyses

This work presents an array of microfluidic chambers for on-chip culturing of microorganisms in static and continuous shear-free operation modes. The unique design comprises an in-situ polymerized hydrogel that forms gas and reagent permeable culture wells in a glass chip. Utilizing a hydrophilic substrate increases usability by autonomous capillary priming. The thin gel barrier enables efficient oxygen supply and facilitates on-chip analysis by chemical access through the gel without introducing a disturbing flow to the culture. Trapping the suspended microorganisms inside a gel well allows for a much simpler fabrication than in conventional trapping devices as the minimal feature size does not depend on cell size. Nutrients and drugs are provided on-chip in the gel for a self-contained and user-friendly handling. Rapid antibiotic testing in static cultures with strains of Enterococcus faecalis and Escherichia coli is presented. Cell seeding and diffusive medium supply is provided by phaseguide technology, enabling simple operation of continuous culturing with a great flexibility. Cells of Saccharomyces cerevisiae are utilized as a model to demonstrate continuous on-chip culturing.     

通过身体的城市——相关西方社会理论的评述

本文首先提出了2个当代城市研究的个案,并批判了他们对于城市及其空间建构过程的片面性理解;其次,通过回顾经典的城市理论,本文梳理出了身体、空间和城市之间的相关性;最后,展开了关于当代城市理论的探讨,从空间组织形式的角度去探讨了身体与城市之间的实践关系。总体而言,本文在西方社会理论的脉络中探讨了身体、空间和城市等几个重要概念,并强调了对于"身体"概念的理解有助于我们更好地去理解城市及其内在逻辑。     

Influence of mass on the speed of wheelchair racing

Reducing the mass of a racing wheelchair improves the winning time even for relatively small mass reductions over short distances (100 m). In this study, the improvement of speed and winning time on mass reduction was modelled mathematically, the speed profiles of 100 m wheelchair races as well as the rolling resistance and drag area of the athlete–wheelchair system was determined experimentally, and the improvement of the winning time through mass reduction was calculated from the mathematical model and experimental data. For winning times of 30 s, the relative improvement of the winning time is at least equal to the relative reduction of mass. For winning times of 15 s, the relative improvement of the winning time is at least half the relative reduction of mass. A reduction by 1 kg results in an overall improvement of the winning time of about 1–2.3% for winning times of 15–30 s (100-m race). In absolute terms, a mass saving of 1 and 5 kg on a 60-kg system would reduce a 15-s winning time for the 100 m by 0.132 and 0.66 s, respectively, and a 30-s winning time by 0.63 and 2.86 s, respectively. The mass of a wheelchair is the most important parameter for improving the winning time. The influence of the mass on the winning time is 4 or 1.5 times greater than the influence of the rolling friction coefficient, and 4 or 5.5 times greater than the influence of the drag area in a 15 or 30-s race, respectively. These principles should be considered when designing a racing wheelchair.