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31.
James P. Concannon Marcelle A. Siegel Kristy Halverson Sharyn Freyermuth 《Journal of Science Education and Technology》2010,19(2):177-186
In this study, we examined 96 undergraduate non-science majors’ conceptions of stem cells, stem cell research, and cloning.
This study was performed at a large, Midwest, research extensive university. Participants in the study were asked to answer
23 questions relating to stem cells, stem cell research, and cloning in an on-line assessment before and after instruction.
Two goals of the instruction were to: (1) help students construct accurate scientific ideas, and (2) enhance their reasoning
about socioscientific issues. The course structure included interactive lectures, case discussions, hands-on activities, and
independent projects. Overall, students’ understandings of stem cells, stem cell research, and cloning increased from pre-test
to post-test. For example, on the post-test, students gained knowledge concerning the age of an organism related to the type
of stem cell it possesses. However, we found that some incorrect ideas that were evident on the pre-test persisted after instruction.
For example, before and after instruction several students maintained the idea that stem cells can currently be used to produce
organs. 相似文献
32.
Kristy L. Halverson Marcelle A. Siegel Sharyn K. Freyermuth 《Journal of Science Education and Technology》2010,19(6):612-620
Helping students develop criteria for judgment and apply examination skills is essential for promoting scientific literacy. With the increasing availability of the Internet, it is even more essential that students learn how to evaluate the science they gather from online resources. This is particularly true because publishing information on the web is not restricted to experts, and content quality can vary greatly across websites. The responsibility of evaluating websites falls upon the user. Little research has examined undergraduates’ evaluation of web sites in science classes. The purpose of this study was to investigate on which websites college students selected and how they evaluated the websites used when developing individual positions about stem-cell research. We used a qualitative approach in search of patterns in undergraduates’ website selection and evaluation criteria. We found that students used a variety of web resources from eleven types of websites to complete their independent research report. Students also used eleven evaluation criteria to evaluate these sources, some useful (e.g., credibility) and some not useful (e.g., readability). We found that university students struggled with critically evaluating online resources. Undergraduates need prompts to learn how to critically evaluate the science content provided within websites. This type of scaffold can facilitate useful evaluation and promote critical thinking required for becoming scientifically literate. 相似文献
33.
Andrew M. Watson Carol Coutinho Kristin Haraldsdottir Stacey Brickson Warren Dunn Marlowe Eldridge 《European Journal of Sport Science》2018,18(4):534-540
Purpose: To evaluate the influence of physical maturity on the changes in ventricular morphology and function with sport training in female youth athletes.Methods: Thirty-two female athletes (age 13–18 years) underwent height and weight measurement and 2-D echocardiographic evaluation immediately prior to, and following, a 20-week soccer season. Pre- and post-season left ventricular end-diastolic diameter (LVEDD), end-diastolic volume (LVEDV), ejection fraction (LVEF), stroke volume (LVSV), mass (LVM), and posterior wall thickness (LVPWT), right ventricular end-diastolic diameter (RVEDD), end-diastolic area (RVEDA), and fractional area change (RVFAC), and interventricular septal thickness (IVST) were compared. In-season change in each variable was compared across pre-season hours of vigorous physical activity (0–1, 2–3, >3 hours).Results: Significant increases were identified in LVEDV (51.3?±?10.4?v 56.4?±?9.6?ml/m2, p?=?0.001) and RVEDA (10.5?±?1.9?v 11.3?±?2.5?cm2/m2, p?=?0.040), but not LVEDD, LVM, LVPWT, LVSV, RVEDD, RVEDA, RVFAC, or IVST (p?>?0.05 for all). In-season changes in echocardiographic variables did not differ across hours of pre-season vigorous physical activity (p?>?0.05 for all).Conclusion: Among female adolescent soccer players, in-season training elicits changes in resting ventricular volume, but not wall thickness or systolic function. These adaptations do not appear to be influenced by pre-season physical activity level. 相似文献
34.
Bodil Y Oudshoorn Heather F Driscoll Marcus Dunn David James 《Journal of sports sciences》2018,36(8):914-919
Laceration injuries account for up to 23% of injuries in rugby union. They are frequently caused by studded footwear as a result of a player stamping onto another player during the ruck. Little is known about the kinetics and kinematics of rugby stamping impacts; current test methods assessing laceration injury risk of stud designs therefore lack informed test parameters. In this study, twelve participants stamped on an anthropomorphic test device in a one-on-one simulated ruck setting. Velocity and inclination angle of the foot prior to impact was determined from high-speed video footage. Total stamping force and individual stud force were measured using pressure sensors. Mean foot inbound velocity was 4.3 m ? s?1 (range 2.1–6.3 m ? s?1). Mean peak total force was 1246 N and mean peak stud force was 214 N. The total mean effective mass during stamping was 6.6 kg (range: 1.6–13.5 kg) and stud effective mass was 1.2 kg (range: 0.5–2.9 kg). These results provide representative test parameters for mechanical test devices designed to assess laceration injury risk of studded footwear for rugby union. 相似文献
35.
EMPIRICAL SYNTHESIS OF THE EFFECT OF STANDARD ERROR OF MEASUREMENT ON DECISIONS MADE WITHIN BRIEF EXPERIMENTAL ANALYSES OF READING FLUENCY 下载免费PDF全文
Matthew K. Burns Crystal N. Taylor Kristy L. Warmbold‐Brann June L. Preast John L. Hosp Jeremy W. Ford 《Psychology in the schools》2017,54(6):640-654
Intervention researchers often use curriculum‐based measurement of reading fluency (CBM‐R) with a brief experimental analysis (BEA) to identify an effective intervention for individual students. The current study synthesized data from 22 studies that used CBM‐R data within a BEA by computing the standard error of measure (SEM) for the median data point from the baseline and intervention data. The median CBM‐R score from the intervention that the authors of each study identified as most effective fell within the SEM (68% confidence interval) of the baseline data approximately 30% of the time, but the ranges for the two author‐identified most effective interventions overlapped over 75% of the time. Extended analyses were consistent with the BEA results for approximately three‐fourths of the instances after considering the SEM of the baseline and intervention phases. Using matched passages did not improve the overlap of the ranges, but there was less overlap when the study used three data points per condition. Results emphasize the importance of considering SEM of CBM‐R data when comparing interventions within a BEA. Further implications for practice and future research are included. 相似文献
36.
Thomas G. Dunn Christine A. Taylor 《Educational technology research and development : ETR & D》1990,38(2):5-18
This paper describes the use of learning-hierarchy analysis in studies of expertise. A hierarchical analysis was carried out
on expertise in language-arts teacher planning for a short story. The resulting hierarchy depicted a complex pattern of prerequisite
intellectual skills integrating knowledge of students, reading difficulty, strategies/activities, and the author (Stephen
Crane). Of particular interest was that each branch of the hierarchy included “fuzzy sets,” that is, complex conceptual knowledge
that experts were usually unable to explain. All elements in the hierarchy were capabilities learned from experience as opposed
to direct instruction. It was recommended that advice-strategies developed from hierarchical analysis could be used to facilitate
the development of expertise. These strategies do not teach expertise directly but encourage the learner to glean the most
from task-relevant experience. 相似文献
37.
Charles W. Snow Jane King Teleki David M. Cline Kathleen Dunn 《Early Childhood Education Journal》1992,19(3):28-31
A major concern about the effects of day care has been the safety of the children who participate. Although studies are limited, a body of research literature is beginning to emerge that provides some important information about the magnitude of accidental injuries in day care centers.Charles W. Snow is Professor and Jane King Teleki is Associate Professor, Department of Child Development and Family Relations; David M. Cline is Assistant Professor, Department of Emergency Medicine; and Kathleen Dunn is Clinical Instructor, Department of Preventive Medicine and Public Health Policy, East Carolina University, Greenville, NC. 相似文献
38.
39.
Academic help-seeking is an invaluable learning strategy that has not yet received much attention in the distance education research literature. The asynchronous nature of distance education and many online courses presents an inherent roadblock to help-seeking. The purpose of this study was to explore the effect of academic self-regulation, critical thinking, and age on online graduate students’ help-seeking. Results indicate that these variables did significantly influence help-seeking, and that as self-regulation and critical thinking increased so did help-seeking. However, as age increased, help-seeking decreased. These results and implications for practice are discussed. 相似文献
40.
Karee Dunn 《Innovative Higher Education》2014,39(1):33-44
Online graduate education programs are expanding rapidly. Many of these programs require a statistics course, resulting in an increasing need for online statistics courses. The study reported here grew from experiences teaching online, graduate statistics courses. In seeking answers on how to improve this class, I discovered that research has yet to explore teaching and learning in online statistics courses. The purpose of the study was to ameliorate this gap in the literature by examining the influence of self-regulation, intrinsic motivation, and statistics anxiety on passive procrastination. The set of independent variables explained nearly thirty percent of the variance. 相似文献