How Constructivist-Based Teaching Influences Students Learning Science

The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their learning of science.     

Sources of differential participation rates in school science: the impact of curriculum reform

School science courses have widely varying participation rates across a range of student characteristics. One of the stated aims of the 2006 Key Stage 4 science curriculum reforms in England was to improve social mobility and inclusion. To encourage students to study more science, this reform was followed by the introduction in 2008 of an entitlement to study the three separate sciences at Key Stage 4 for the more highly attaining students. This paper uses longitudinal national data over a five‐year period to investigate the extent and change of participation across science courses at KS4, focusing on student gender and socio‐economic status. It finds that whilst there is some evidence of a move towards a more equitable gender balance for some courses, there is as yet little evidence of substantial change in differential participation rates by socio‐economic status.     

Dynamic behaviour of soils used for natural turf sports surfaces

The modulus and damping properties of soils in compression are a function of soil type, water content, stress history and loading rate. To model human–surface interaction with natural turf sports surfaces, stiffness and damping properties must be determined at dynamic loading rates. Two contrasting soil types, a Sand and a Clay Loam, commonly used in sports surfaces were loaded uniaxially to 2 kN at loading rates between 0.6 and 6 kN s⁻¹ in modified dynamic soil testing apparatus. Soils were compacted prior to loading but initial cycles resulted in viscoplastic deformation, with strain accumulation with repeated cycles of loading. Ultimately a resilient, viscoelastic steady-state equilibrium with loading was established. Resilient modulus and damping ratio varied with soil type, water content, stress history and increased significantly with loading rate. The resilient modulus of the Sand soil, typical of modern free-draining sand construction natural turf sports surfaces, was significantly greater than that of a Clay Loam soil more characteristic of traditional natural turf surfaces; reducing water content caused an increase in modulus and a decrease in damping ratio in the Clay Loam soil. Determination of these properties provides initial data for the modelling natural turf surface behaviour in terms of both ball and human interactions, with further research required to determine the effect of both grass roots and leaves on mechanical behaviour.     

By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities

Makerspaces embody a growing movement of educators promoting constructionist learning with physical materials and digital technologies such as 3D design and 3D printing. As it gains traction in K-12 settings, the maker movement represents an interesting context in which to explore how professional ecologies can equip teachers with the knowledge, skills and dispositions needed to implement twenty-first century learning in their school context. This study investigated the roles of different participants from industry, school leadership and colleagues in influencing teachers’ confidence, enthusiasm, capabilities and beliefs when teaching in makerspaces. Utilising triangulated observations of activities through online questionnaires at beginning, middle and end points, as well as postproject interviews, the study explored the participation of 27 primary school teachers in a blended professional learning programme, followed by classroom delivery of modules focusing on tablet-based 3D design applications and the use of newly instaled 3D printers. Reporting no prior knowledge or experience with makerspaces, quantitative analyses revealed significant increases in teachers’ confidence and enthusiasm. Qualitative analyses of questionnaire and interview data underscored the influence of hands-on and theoretically grounded professional learning providing practical exposure to constructionist ideas, design thinking methodologies and 3D design technologies. Findings reveal the importance of targeted professional learning coupled with a substantial collegially supported implementation phase, as well as support from school leaders and industry partners to promote meaningful pedagogical change in technology-mediated maker-based learning.     

“Picturing Them Right in Front of Me”: Guidelines for Implementing Video Communication in Online and Blended Learning

We provide actionable strategies that teachers can follow when implementing asynchronous video communication and feedback in their own courses. These strategies are based on our own research over many years in the use of asynchronous video in online teaching, as well as our review of the literature, and are provided to foster greater discussion on the pedagogical strategies surrounding the use of video in online teaching.     

Psychometric characteristics of integrated multi-specialty examinations: Ebel ratings and unidimensionality

Over recent years, UK medical schools have moved to more integrated summative examinations. This paper analyses data from the written assessment of undergraduate medical students to investigate two key psychometric aspects of this type of high-stakes assessment. Firstly, the strength of the relationship between examiner predictions of item performance (as required under the Ebel standard setting method employed) and actual item performance (‘facility’) in the examination is explored. It is found that there is a systematic pattern of difference between these two measures, with examiners tending to underestimate the difficulty of items classified as relatively easy, and overestimating that of items classified harder. The implications of these differences for standard setting are considered. Secondly, the integration of the assessment raises the question as to whether the student total score in the exam can provide a single meaningful measure of student performance across a broad range of medical specialties. Therefore, Rasch measurement theory is employed to evaluate psychometric characteristics of the examination, including its dimensionality. Once adjustment is made for item interdependency, the examination is shown to be unidimensional with fit to the Rasch model implying that a single underlying trait, clinical knowledge, is being measured.     

Instructions to Adopt an External Focus Enhance Muscular Endurance

Abstract

The influence of internal (movement focus) and external (outcome focus) attentional-focusing instructions on muscular endurance were investigated using three exercise protocols with experienced exercisers. Twenty-three participants completed a maximal repetition, assisted bench-press test on a Smith's machine. An external focus of attention resulted in significant (p < .05) improvements in performance compared to the internal focus of attention, but not the control condition. Seventeen participants completed repetitions to failure at 75% 1-RM on free bench-press and squat exercises. In both tasks, externally focused instructions resulted in significantly greater repetitions to failure than control and internal focus conditions (p < .05). These results support previous research showing beneficial effects of externally focused instructions on movement efficiency.