Development and evolution of instrumented schemes: a case study of learning programming for mathematical investigations

Educational Studies in Mathematics - We are interested in understanding how university students learn to use programming as a tool for “authentic” mathematical investigations (i.e.,...     

Effect of sulphurous mineral water in haematological and biochemical markers of muscle damage after an endurance exercise in well-trained athletes

Abstract

To investigate the effects of sulphurous mineral water (SMW) after a hydroponic treatment on muscle damage, antioxidant activity and peripheral blood changes induced by submaximal exercise. Thirty well-trained male triathletes were supplemented with SMW or placebo: 3 weeks of placebo, 30 days of wash out and 3 weeks of SMW. After both periods, participants ran for 2 h at 70% maximal aerobic speed. Antioxidant enzymes, lipid peroxidation, antioxidant capacity and blood cell markers were compared between placebo and SMW at pre-exercise (T₀), immediately post-exercise (T₁), 24 h post-exercise (T₂) and 48 h post-exercise (T₃). Total thiols decreased until T₃ vs. T₀ for both placebo and SMW; transient red blood cells, haemoglobin and haematocrit increased were shown at T₁ vs. T₀ and for leucocytes until T₂ vs. T₀, only for placebo group. Total thiols increased significantly in SMW vs. placebo at T₀; Thiobarbituric acid reactive species was significantly higher at T₀, T₁, T₂ and T₃; catalase increased significantly at T₁; creatine phosphokinase decreased significantly at T₁, T₂ and T₃, although no significant differences were found at T₀. Furthermore, red blood cells, haemoglobin and haematocrit were significantly higher and leucocytes were significantly lower at T₀ and T₁ in SMW group vs. placebo group. This study suggests that three weeks of SMW supplementation may protect from exercise-induced muscle damage.     

Using automated analysis to assess middle school students' competence with scientific argumentation

Argumentation is fundamental to science education, both as a prominent feature of scientific reasoning and as an effective mode of learning—a perspective reflected in contemporary frameworks and standards. The successful implementation of argumentation in school science, however, requires a paradigm shift in science assessment from the measurement of knowledge and understanding to the measurement of performance and knowledge in use. Performance tasks requiring argumentation must capture the many ways students can construct and evaluate arguments in science, yet such tasks are both expensive and resource-intensive to score. In this study we explore how machine learning text classification techniques can be applied to develop efficient, valid, and accurate constructed-response measures of students' competency with written scientific argumentation that are aligned with a validated argumentation learning progression. Data come from 933 middle school students in the San Francisco Bay Area and are based on three sets of argumentation items in three different science contexts. The findings demonstrate that we have been able to develop computer scoring models that can achieve substantial to almost perfect agreement between human-assigned and computer-predicted scores. Model performance was slightly weaker for harder items targeting higher levels of the learning progression, largely due to the linguistic complexity of these responses and the sparsity of higher-level responses in the training data set. Comparing the efficacy of different scoring approaches revealed that breaking down students' arguments into multiple components (e.g., the presence of an accurate claim or providing sufficient evidence), developing computer models for each component, and combining scores from these analytic components into a holistic score produced better results than holistic scoring approaches. However, this analytical approach was found to be differentially biased when scoring responses from English learners (EL) students as compared to responses from non-EL students on some items. Differences in the severity between human and computer scores for EL between these approaches are explored, and potential sources of bias in automated scoring are discussed.     

Biomechanical jumping differences among elite female handball players with and without previous anterior cruciate ligament reconstruction: a novel inertial sensor unit study

Persistent biomechanical and jumping capacity alterations have been observed among female athletes who have sustained anterior cruciate ligament (ACL) injuries. The purpose of this study was to examine if biomechanical jumping differences persist among a cohort of elite female handball players with previous ACL reconstruction several years after return to top-level competition. In order to achieve this goal, a direct mechanics simplified analysis by using a single Inertial Sensor Unit (IU) was used. Twenty-one elite female (6 anterior cruciate ligament reconstructed and 15 uninjured control players) handball players were recruited and evaluated 6.0 ± 3.5 years after surgical anterior cruciate ligament reconstruction. Bilateral and unilateral vertical jumps were performed to evaluate the functional performance and a single inertial sensor unit was employed in order to collect 3D acceleration and 3D orientation data. Previously ACL-reconstructed analysed athletes demonstrated significant (p < 0.05) alterations in relation to the three-dimensional axis (X–Y–Z) supported accelerations and differing jump phase durations, including jumping performance values, in both bilateral and unilateral jumping manoeuvres several years after ACL reconstruction. Identification of the encountered deficits through the use of an IU devise could provide clinicians with a new reliable tool for movement analysis in a clinical setting.     

Faculty Research Productivity: Exploring the Role of Gender and Family-Related Factors

This study explores the role of several family-related factors in faculty research productivity for a large, nationally representative sample of university faculty members. The role of marriage, children, and aging parents is examined after controlling for other personal and environmental factors, such as age, rank, department, and intrinsic motivations to conduct research, that previous research has shown to influence research productivity. Analyses are conducted on a sample of 8,544 full-time teaching faculty (2,384 women and 6,160 men) at 57 universities nationwide. Results show that factors affecting faculty research productivity are nearly identical for men and women, and family-related variables, such as having dependent children, exhibit little or no effects on research productivity.     

Creating a dialogic environment for transformative science teaching practices: towards an inclusive education for science

Abstract

This paper focuses on the design and application of a teacher training strategy to promote the inclusive education of students with disabilities in the science classroom, through the creation of adult learning environments grounded on the principles of dialogic learning. Participants of the workshop proposal consisted of a group of twelve teachers who were working at various educational levels. Teacher teams proposed and implemented in their classroom, innovative, inclusive science-learning activities about a topic of their choice. Data were collected from interviews with teachers five months after the courses, teachers’ portfolios about their practice during implementation of such sequences, and researchers’ observations. The data suggest that it is possible to stimulate a gradual transformation of teaching practices through a teacher training proposal that promotes self-awareness and critical reflection, situated in the creation of meaning and a willingness to change in the spirit of solidarity and social action. We found elements to recommend the incorporation of these innovations at the curricular and practical level for teacher training schools and for in-service teacher development programmes in Mexico and elsewhere.     

Ignis Fatuus Effect of Faculty Category: Is the Tenure Versus Non-Tenure Debate Meaningful to Students’ Course Experiences?

The American professoriate is shifting its majority makeup from tenure track to non-tenure track faculty members. Less known, though, is what the implications of this shift are for students’ course experiences. We sought to examine the extent to which the teaching practices, with regard to academic rigor and cognitively responsive teaching, differ between faculty category using observational measures of teaching in the classroom. We found that broad categorizations of faculty may not be meaningful unless they are examined in particular contexts, such as discipline and class size.