Powerful knowledge and quality talk: maximising learning of genetics during collaborative group work

This commentary brings additional theoretical perspectives to bear on data and findings presented by Anniken Furberg and Hans Christian Arnseth in their paper on students’ meaning making in genetics in collaborative learning activities. The theoretical perspectives converge on the importance of maximizing students’ learning in genetics. The perspectives include the notion of powerful knowledge which raises the issue of whether the curriculum being delivered is a means by which students can acquire powerful knowledge that will provide them with more reliable explanations and new ways of thinking about the world. The role of the teacher in fostering social interactions that result in conceptually focused discussions within small group work also is considered. Finally, the issue of whether students can be taught how to improve the quality of their talk within small groups is explored.

Crafting Museum Experiences in Light of Research on Learning: Implications of the National Research Council’s Report on Informal Science Education

Abstract In this article, the editors of the recent National Research Council report Learning Science in Informal Environments: People, Places, and Pursuits discuss the report’s implications for museum professionals. The report is a synthesis of some 2,000 studies and evaluations of learning in non‐school settings such as museums. Here we focus on three specific topics discussed in the full report, which we see as particularly important for museum professionals. These are: a framework for developing and studying science learning experiences; cultural diversity as an integral resource for learning; and assessment of learning. Many museums include “learning” among their goals and many researchers concern themselves with how museums and other settings can be organized to support learning. Yet this wealth of research is rarely brought into focus and offered as guidance to the museum community.     

Developmental Trends in Flexibility and Automaticity of Social Cognition

Age‐related changes in flexibility and automaticity of reasoning about social situations were investigated. Children (N = 101; age range = 7;8–17;7) were presented with the flexibility and automaticity of social cognition (FASC), a new measure of social cognition in which cartoon vignettes of social situations are presented and participants explain what is happening and why. Scenarios vary on whether the scenario is socially ambiguous and whether or not language is used. Flexibility is determined by the number of unique, plausible explanations, and automaticity is indicated by speed of response. Overall, both flexibility and automaticity increased significantly with age. Language and social ambiguity influenced performance. Future work should investigate differences in FASC in older populations and clinical groups.     

Does performance level affect initial ball flight kinematics in finger and wrist-spin cricket bowlers?

Spin bowling plays a fundamental role within the game of cricket yet little is known about the initial ball kinematics in elite and pathway spin bowlers or their relationship to performance. Therefore, the purpose of this study was to record three-dimensional ball kinematics in a large and truly high level cohort of elite and pathway finger-spin (FS) and wrist-spin (WS) bowlers, identifying potential performance measures that can be subsequently used in future research. A 22-camera Vicon motion analysis system captured retro-reflective markers placed on the seam (static) and ball (dynamic) to quantify ball kinematics in 36 FS (12 elite and 24 pathway) and 20 WS (eight elite and 12 pathway) bowlers. Results indicated that FS bowlers delivered the ball with an increased axis of rotation elevation, while wrist-spin bowlers placed greater amounts of revolutions on the ball. It also highlighted that ball release (BR) velocity, revolutions and velocity/revolution index scores for both groups and seam stability for FS bowlers, and seam azimuth angle and spin axis elevation angle for WS bowlers, were discriminators of playing level. As such these variables could be used as indicators of performance (i.e. performance measures) in future research.     

Research in online and blended learning in the business disciplines: Key findings and possible future directions

In this literature review, we examine and assess the state of research of online and blended learning in the business disciplines with the intent of assessing the state of the field and identifying opportunities for meaningful future research. We review research from business disciplines such as Accounting, Economics, Finance, Information Systems (IS), Management, Marketing, and Operations/Supply Chain Management. We found that the volume and quality of research in online and blended business education has increased dramatically during the past decade. However, the rate of progress is somewhat uneven across disciplines. IS, Management, and multi-disciplinary studies have the highest volumes of research activity, with markedly less activity in Finance and Economics. Furthermore, scholars of online and blended business education predominantly publish in learning and education journals of the business disciplines rather than also publishing in journals that focus on technology-mediated learning, thereby missing an opportunity to inform scholars in other disciplines about their work. The most common research streams across disciplines were outcome comparison studies with classroom-based learning and studies examining potential predictors of course outcomes. Results from the comparison studies suggest generally that online courses are at least comparable to classroom-based courses in achieving desired learning outcomes, while there is divergence in findings of comparisons of other course aspects. Collectively, the range of untested conceptual frameworks, the lack of discipline-specific theories, and the relative absence of a critical mass of researchers focused on the topic suggest ample opportunities for business scholars seeking to enter this research community.     

Technique factors related to ball release speed and trunk injuries in high performance cricket fast bowlers

In this study we analysed technique, ball speed and trunk injury data collected at the Australian Institute of Sport (AIS) from 42 high performance male fast bowlers over a four year period. We found several notable technique inter-relationships, technique and ball speed relationships, and associations between technique and trunk injuries. A more front-on shoulder alignment at back foot contact was significantly related to increased shoulder counter-rotation (p < 0.001). Bowlers who released the ball at greater speeds had an extended front knee, or extended their front knee, during the front foot contact phase (p < 0.05). They also recorded higher braking and vertical impact forces during the front foot contact phase and developed those forces more rapidly (p < or =0.05). A maximum hip-shoulder separation angle occurring later in the delivery stride (p = 0.05) and a larger shoulder rotation to ball release (p = 0.05) were also characteristics of faster bowlers. Bowlers suffering lower back injuries exhibited typical characteristics of the 'mixed' technique. Specifically, the hip to shoulder separation angle at back foot contact was greater in bowlers who reported soft tissue injuries than in non trunk-injured bowlers (p = 0.03), and shoulder counter-rotation was significantly higher in bowlers who reported lumbar spine stress fractures than non trunk-injured bowlers (p = 0.01). The stress fracture group was also characterised by a larger hip angle at front foot contact and ball release, whereas a more flexed front knee at ball release characterised the non trunk-injured group.     

An analysis of the rollover backstroke turn by age-group swimmers

Kinetic (3-D force plate), kinematic (videography) and temporal characteristics of backstroke turns by 20 male and 16 female swimmers were recorded to identify and describe key elements of backstroke turning performance. Data were recorded during a 50 m maximum effort swim in a 25 metre pool. A Pearson product moment correlation matrix revealed that the 5 m RTT was significantly correlated with anthropometric measures of height, mass, trochanteric height and age; kinetic measures of horizontal impulse and peak force; and kinematic measures of wall contact time and peak velocity. The stepwise multiple regression equation to predict 5 m RTT was: 19.6-0.75 trochanteric height-1.8 wall exit velocity-0.03 peak vertical force. Four key factors were identified from a principle components factor analysis--anthropometry and force, post-turn velocity, force preparation and rotational skills. Implications from the findings were that age-group backstrokers should 'hit the wall hard' with relatively extended legs to reduce swim distance and push-off deceleration; use minimal wall contact time, and maximise forces to develop high horizontal velocities in a streamlined position.     

Preparing the junior high school science teacher,model 1980

The following article calls attention to the plaguing problem of training junior high school science teachers.