A Successful Physics Course Within a Traditional Medical Program

The problem of teaching physics to students in the early years of a traditional medical course, while not well covered in the recent literature, is a difficult one. Here we describe one medical school's attempts over a period of more than ten years to do so successfully. The final, successful, attempt is explained in some detail. In the process of investigation it was found that there is a minimal correlation between students' avowed level of interest in a subject and their perceptions of its difficulty (about ‐0.4), but a strong correlation between their perceptions of a subject's relevance to clinical studies and their avowed interest in the subject (about 0.95). Anecdotal evidence and comments written on evaluation questionnaires suggest that this correlation may well reflect a causal chain, a conclusion of considerable importance for course designers     

Using problem solving teaching styles to prepare candidates for the CXC basic proficiency examinations

Two Grade 10 classes in an urban Jamaican High School were taught over a period of one academic year in two problem solving styles: an Explicit Style derived from Charles, and an Implicit Style derived from Isaacs. At the end of the academic year there was no significant difference in their performance on a problem solving test, or on the Problem Solving Profile of the Caribbean Examinations Council's Basic Proficiency papers. The two classes performed much better than the population who sat the Basic papers on the tasks measuring Recall and Algorithmic Thinking but only moderately better than the population on tasks measuring Problem Solving.The teaching project described in this paper was supported in part by grants from the Research and Publications Fund Committee of the University of the West Indies (Mona), and the Wolmers Trust, Kingston. The author wishes to thank the Registrar and the Pro-Registrar of the Caribbean Examinations Council for permission to use the CXC papers and data in this study. A modified version of this paper was presented at the 63rd Annual Conference of the National Council of Teachers of Mathematics held in San Antonio, Texas in 1985.     

Text Screen Design for Computer-Assisted Learning

Presenting lessons effectively on the screen is one of the central problems in computer- assisted learning. Yet the literature on the design of screen layout to maximize comprehension, and, hence, learning in computer-assisted learning, is very small. In this paper that literature is reviewed as far as it pertains mainly to text screens. The somewhat more extensive literature on the design of instructional text is also examined in order to extrapolate principles which may also apply to screen design. Information is presented both about the presentation of text and about the design of screen layouts as a whole.     

Entry to University in the United States: The role of SATs and Advanced Placement in a competitive sector

This paper briefly explores the US secondary education system, concentrating on the variables that affect students' entrance into university and the effects of increased competition for places in the most highly selective universities. The SAT (formerly known as the Scholastic Aptitude Test) programme is highlighted, since it comprises the most common form of national standardised assessment for university bound students. With the recent increase in competition for the most highly prized university places, and growing numbers of US students entering university, another national assessment programme is gaining popularity—the Advanced Placement (AP) Program—which is then analysed.     

Construction of an Inexpensive Response Timer

Abstract

The previous paper by Professors Hutton and Doolittle uses a rather controversial methodology for evaluating electromyography signals. Of course one of the purposes of “Research Notes” is to publish approaches that are non-traditional. However, I felt it was important to identify questions that might be raised about Hutton and Doolittle's methodology. Thus, I requested the following short response by Professor Yates and then a response by Hutton and Doolittle. I invite additional responses to either Hutton or Doolittle and Yates.

Jerry R. Thomas

Editor-in-Chief     

Exploring the values of chaplains in government primary schools

Minimal prior research has examined the school chaplaincy programme in Australia. This exploratory study sought to identify the values primary school chaplains feel are the most important to them personally, and in their role as chaplain. Eight chaplains working in government primary schools were interviewed. Inductive thematic analysis was used to determine key themes evident within the data. Results suggested that chaplains identified understanding, tolerance, inclusion, care, compassion, honesty, trustworthiness and integrity as most important to them personally and professionally. Chaplains noted clear boundaries in their work and emphasised that to proselytise or evangelise would be to contravene their role. Of some concern were the information gathering techniques some chaplains employed before referring on to appropriately trained school staff. As the federally funded chaplaincy programme has been controversial in Australia, this study provides valuable insight into chaplains’ values and their role which can help governments and communities make informed choices regarding school chaplaincy programmes.