Students’ experiences of studying physics concepts: The effects of disintegrated perceptions and approaches

Recent research on student learning has revealed that a number of students in any learning context are unable to distinguish between contrasting contextualised approaches to learning. In other words, the relationship between their perceptions of the learning context and their approaches to learning disintegrates and becomes incoherent. These students are observed to be among the lower academic achievers in their group. This paper reports on the results of a study which shows that physics students’ prior understandings of key concepts are systematically related to the way they approach their studies, their perceptions of the learning context and the quality of the outcomes of their studies. As with previous studies, one group reported disintegrated learning experiences. As a group they were found to have the poorest pre-conceptual knowledge, to have the poorest postconceptual knowledge, and to be the lowest achievers. These results are consistent with the earlier studies, but extend them by showing that disintegrated perceptions and approaches are related to students’ understanding before and after the subject as determined using qualitative indicators of understanding as well as assessment results.     

Influences of volitional and forced intentions on physical activity and effort within the theory of planned behaviour

In the present study, we examined the utility of volitional and forced intentions in predicting participation in physical activities and effort within the theory of planned behaviour. Four hundred and forty-four participants (184 males, 260 females) aged 19.1 +/- 3.3 years (mean +/- s) completed self-report measures of intentions, attitudes, subjective norms, perceived behavioural control, volitional intentions, forced intentions, and past behaviour in a physical activity context. Six weeks later, they completed self-report measures of physical activity behaviour and effort. Results indicated that volitional intentions and forced intentions contributed to the prediction of effort over and above intentions, attitudes, subjective norms, perceptions of control, past behaviour, and the product terms of attitudesxintentions and subjective normsxintentions. Volitional intentions and forced intentions did not predict participation in physical activities over and above effort. We concluded that volitional intentions and forced intentions assist in the explanation of effort in the context of physical activity behaviour.     

The moral worth of sport reconsidered: contributions of recreational sport and competitive sport to life aspirations and psychological well-being

Based on self-determination theory, the present study aimed to test the hypothesis that importance ratings of life aspirations would mediate the effects of participation in recreational and competitive sport on psychological well-being. In addition, the effects of sport participation on psychological well-being were hypothesized to indicate that, compared with competitive athletes, recreational athletes would report higher psychological well-being. The participants were 118 university students (83 males, 35 females) with a mean age of 20.8 years (s = 7.6). In accordance with the initial hypotheses, a path analysis supported the mediating effect of importance ratings of life aspirations, but not of attainment ratings of life aspirations, on the relationship between participation in recreational and competitive sport and psychological well-being. The indirect effects observed for importance ratings supported the conclusion that recreational athletes showed a preference for intrinsic life aspirations compared with competitive athletes and reported higher psychological well-being. Overall, the findings of the present study suggest that the moral worth of sport does not reside so much in the frequency with which individuals engage in sport but in the goals and values people express through sport participation.     

Educational Vouchers under Test

The context of this research is one in which teachers are now expected to equip their pupils with the disposition and skills for life‐long learning. It is vital, therefore, that teachers themselves are learners, not only in developing their practice but also in modelling for pupils the process of continual learning. This paper is based on a series of post‐lesson interviews, conducted with 25 student teachers following a one‐year postgraduate course within two well‐established school‐based partnerships of initial teacher training. Its focus is on the approaches that the student teachers take to their own learning. Four interviews, conducted with each student teacher over the course of the year, explored their thinking in relation to planning, conducting and evaluating an observed lesson, and their reflections on the learning that informed, or resulted from, that lesson. The findings suggest that while the student teachers all learn from experience, the nature and extent of that learning varies considerably within a number of different dimensions. We argue that understanding the range of approaches that student teachers take to professional learning will leave teacher educators better equipped to help ensure that new entrants to the profession are both competent teachers and competent professional learners.     

The bad guy is one of us: framing comparison between the US and Korean newspapers and blogs about the Virginia Tech shooting

This study examines cross-national and cross-media differences in framing, particularly regarding the salience of collectivistic storytelling, based on the US and Korean newspapers and blogs about the Virginia Tech campus shooting incident. Although collectivistic storytelling is a common practice of news domestication, the degree of its salience is affected by a nation's orientation toward collectivism. Cross-media level of difference also exists because journalistic perspectives and the public's interpretation of those perspectives, as reflected in newspapers and blogs, are different. Findings indicate that while there are some consistent framing patterns, the degree of collectivism was different between the two nations and between the two media.     

Proudly proactive: celebrating and supporting LGBT+ students in Scotland

The absence of data regarding UK university students’ sexualities and trans identities has, for too long, rendered lesbian, gay, bisexual and trans (LGBT+) student communities invisible. This interview-based study aims to explore the experiences of LGBT+ students at a Scottish university, beginning to address this gap in research. This study argues that despite perceptions from staff and prospective students that universities are welcoming to LGBT+ students, and attempts from institutions to comply with equalities legislation, the reality is homophobia, biphobia, transphobia, and queer phobia creeps into students’ lives both on and off campus. This has therefore necessitated the student-led provision of exclusively LGBT+ ‘safe spaces’ to allow LGBT+ students to explore and express their identities fearlessly. In order to challenge the current campus climate, this paper thus argues that a radical shift is required in order to transform institutions to successfully support and celebrate LGBT+ campus communities, allowing universities to truly call themselves ‘proudly proactive’.     

Is the National Numeracy Strategy Research-based?

The British Government has recently agreed proposals for a National Numeracy Strategy which claims to be based on evidence concerning 'hat works'. This article reviews the literature in each key area in which recommendations are made, and makes a judgement of whether the claim is justified. In some areas (e.g. calculators) the recommendations run counter to the evidence.     

Collaboration or confrontation? An investigation into the role of prior experiences in the completion of collaborative group tasks by student teachers

This paper describes research which investigated how a group of 23 postgraduate student teachers from a wide variety of international backgrounds with a broad range of previous experience perceived the significance of their own and others’ prior experience in accomplishing directed collaborative tasks, related to their coursework, in pre-determined groupings. The students were asked to comment on how they valued their own and others’ prior experiences and how they considered prior experience informed the completion of the tasks. They were also asked to comment on the dynamic of groups in which they worked and how they felt others’ prior experiences affected the management and achievement of the task. The students rated some experiences more highly than others and almost all appreciated the predetermined nature of the groupings as benefitting them socially as well as educationally. However, they raised practical, attitudinal and personality issues, suggesting that more structured guidance from tutors at the outset would be beneficial.     

Psychosocial Factors and Sex Differences in High Academic Attainment at Cambridge University

This paper discusses current trends in government policy for special educational needs. It reviews both the legacy of previous reforms and key elements of current approaches, namely raising educational standards and increasing inclusion. It is suggested that although the incorporation of SEN into mainstream policymaking is to be welcomed, there are a number of features of policy and practice which may undermine intentions to enhance provision and outcomes.     

PART I: PSYCHOLOGY

Testing the multidimensional, hierarchical structure of physical self-perceptions in British children.