The Use of Fictional Stories in Science Exhibits: The Emperor Who Only Believed His Own Eyes

The authors explore how fictional narratives (stories) can be used as a learning tool in the context of informal science environments and specifically science centers. They base their argument on an analysis of the theoretical, structural and epistemological properties of stories and how those can serve to establish a story as a cognitive tool. They offer an example of an application of these properties to a story‐based learning design called “The Emperor who only Believed his own Eyes” in the context of a large, public science center, and specifically an exhibition about “senses”. This paper focuses on the idea of a “hack,” a museum sanctioned strategy for exploring the potential and implications of narrative‐based design as a way to reinterpret science exhibits in a way that can engage young users in content exploration and offer recommendations for future research.     

The strength-based approach to educational psychology practice: a critique from social constructionist and systemic perspectives

The positive psychological research underpinning the strength-based approach makes two important claims of relevance to the practice of educational psychologists (EPs): (1) there are key, ubiquitous strengths, some of which are more worthy of development and amplification than others; and (2) this approach could resolve some of the issues associated with the traditional deficit model, by moving practice away from problem-focused language, negative labelling and within-person hypotheses. This paper aims to explore these two claims from social constructionist and systemic perspectives, respectively. It is argued that it is imperative for EPs to critically reflect on the research underpinning this approach and to consider how the principles of social constructionism and systemic thinking may facilitate its application in practice. It is concluded that, in order to move the approach forward, it will be essential for personalised strength-based approaches, which consider an individual’s strengths contextually, to be developed and utilised.     

Meeting in the circle: examining identity,attitudes, and pedagogy in the context of an early childhood teacher education program in the United States

As a team of teacher educators at a university in the United States, we engage in participatory action research to reflect on how reflective tools which we design engage teacher candidates (TCs) in their reflecting on teaching. In this paper, we describe how we invite TCs to write in-class reflections, respond to self-assessment probes, and practice problem-solving processes. We critically analyze our approaches and identify further intentional approaches to promote university students’ understandings of (1) links between the self and working with children and families and (2) connections between attitudes and pedagogy towards social justice and inclusion. We conclude that we must continue to explore how the teaching practices we use affect students’ understandings of social justice in education. Doing so demands our focus on examining attitudes through self-reflection among and between faculty and university students so that identity, relationships, attitudes, inclusion, and social justice are prioritized as pillars of curriculum in early childhood education at all levels of schooling.     

Kinematics of preferred and non-preferred handballing in Australian football

In Australian football (AF), handballing proficiently with both the preferred and non-preferred arm is important at elite levels; yet, little information is available for handballing on the non-preferred arm. This study compared preferred and non-preferred arm handballing techniques. Optotrak Certus (100 Hz) collected three-dimensional data for 19 elite AF players performing handballs with the preferred and non-preferred arms. Position data, range of motion (ROM), and linear and angular velocities were collected and compared between preferred and non-preferred arms using dependent t-tests. The preferred arm exhibited significantly greater forearm and humerus ROM and angular velocity and significantly greater shoulder angular velocity at ball contact compared to the non-preferred arm. In addition, the preferred arm produced a significantly greater range of lateral bend and maximum lower-trunk speed, maximum strike-side hip speed and hand speed at ball contact than the non-preferred arm. The non-preferred arm exhibited a significantly greater shoulder angle and lower- and upper-trunk orientation angle, but significantly lower support-elbow angle, trunk ROM, and trunk rotation velocity compared to the preferred arm. Reduced ROM and angular velocities found in non-preferred arm handballs indicates a reduction in the degrees of freedom and a less developed skill. Findings have implication for development of handballing on the non-preferred arm.     

Kinematic effects of a short-term fatigue protocol on punt-kicking performance

The punt kick is a fundamental skill used in several team sports; however, there has been a lack of research on how fatigue affects its technique. The purpose of this study was to determine the effects of short-term fatigue on punt-kicking performance. Eight elite and sub-elite Australian Football players performed maximal drop punt kicks on their preferred leg prior to, during and after a match-specific fatigue protocol. Optotrak Certus collected kinematic data from kick foot toe-off until ball contact. Repeated-measures analysis of variance showed a significant increase in 20 m sprint times after each short-term protocol, indicating fatigue. Foot speed did not significantly change with fatigue; however, increases in the range of motion at the pelvis and kicking thigh, along with increases in kicking thigh angular velocity, occurred. For the support leg, maximum knee flexion angular velocity increased while there was greater flexion found at the knee and hip, and greater range of motion at the knee. Players are able to make kinematic adaptations in order to maintain foot speed while punting for maximal distance after short-term efforts.     

Beyond SumBasic: Task-focused summarization with sentence simplification and lexical expansion

In recent years, there has been increased interest in topic-focused multi-document summarization. In this task, automatic summaries are produced in response to a specific information request, or topic, stated by the user. The system we have designed to accomplish this task comprises four main components: a generic extractive summarization system, a topic-focusing component, sentence simplification, and lexical expansion of topic words. This paper details each of these components, together with experiments designed to quantify their individual contributions. We include an analysis of our results on two large datasets commonly used to evaluate task-focused summarization, the DUC2005 and DUC2006 datasets, using automatic metrics. Additionally, we include an analysis of our results on the DUC2006 task according to human evaluation metrics. In the human evaluation of system summaries compared to human summaries, i.e., the Pyramid method, our system ranked first out of 22 systems in terms of overall mean Pyramid score; and in the human evaluation of summary responsiveness to the topic, our system ranked third out of 35 systems.     

A well-started beginning elementary teacher’s beliefs and practices in relation to reform recommendations about inquiry-based science

Given reform recommendations emphasizing scientific inquiry and empirical evidence pointing to the difficulties beginning teachers face in enacting inquiry-based science, this study explores a well-started beginning elementary teacher’s (Sofia) beliefs about inquiry-based science and related instructional practices. In order to explore Sofia’s beliefs and instructional practices, several kinds of data were collected in a period of 9 months: a self-portrait and an accompanying narrative, a personal philosophy assignment, three interviews, three journal entries, ten lesson plans, and ten videotaped classroom observations. The analysis of these data showed that Sofia’s beliefs and instructional practices were reform-minded. She articulated contemporary beliefs about scientific inquiry and how children learn science and was able to translate these beliefs into practice. Central to Sofia’s beliefs about science teaching were scientific inquiry and engaging students in investigations with authentic data, with a prevalent emphasis on the role of evidence in the construction of scientific claims. These findings are important to research aiming at supporting teachers, especially beginning ones, to embrace reform recommendations.     

Learning and the new growth theories: policy dilemma

This paper identifies and interprets the six essential steps in the development of neoclassical growth theory from the Solow–Swan model to the new growth theory models of sustained endogenous growth driven by learning (e.g., [Romer, P., 1990. Endogenous technological change. Journal of Political Economy, 98 (5): S71–S102]). The success of that modeling exercise is based on the specification of selected assumptions about learning in industry. The practical shortcomings of the exercise are highlighted by the various and conflicting policy implications arising from the selection of attributes. It is concluded that better policies may follow from basing assumptions of learning behavior on the understanding of the process and strategy of learning that is emerging from institutional and evolutionary work.