Lessons with Living Harvest Mice: An empirical study of their effects on intrinsic motivation and knowledge acquisition

The aim of this study was to evaluate the effects of living animals on pupils’ intrinsic motivation and knowledge. Various studies from the late 1970s and 1980s stress the high effectiveness of authentic learning experiences in pupils’ knowledge acquisition. However, there are only few current empirical studies on this topic. The research question of our study is to assess whether the use of living animals in the biology classroom supports intrinsic motivation and knowledge acquisition. In a pre-/post-test design, 185 fifth graders received two different treatments: the experimental group (N?=?74) was taught with living harvest mice (Micromys minutus) and the control group (N?=?111) received lessons with the same content which was presented in short film clips on laptop computers. Knowledge acquisition was assessed with open-ended and closed questions, while intrinsic motivation was tested with an adapted version of the Intrinsic Motivation Inventory (IMI). There were no differences in knowledge acquisition between the treatments. However, the results of the IMI showed significant differences in favour of the experimental group in interest/enjoyment, perceived competence, and perceived autonomy. Thus, living animals exert a positive influence on motivation.     

Science knowledge and trust in medicine affect individuals’ behavior in pandemic crises

In pandemic crises such as the COVID-19 pandemic, individuals’ behavior has a strong impact on epidemiological processes. Compliance with prevention guidelines, such as social distancing, is critical to avoid further spreading an infectious disease or to slow down its spread. However, some individuals also or instead engage in panic behavior, such as hoarding. We investigate how education prepares individuals to respond adequately by modelling the path from seeking information about COVID-19 to eventual behavior. Based on a sample of N = 1182 adult Americans, gathered at the pandemic’s onset (March 2020), we conclude that science knowledge helps individuals convert information into coronavirus knowledge. This knowledge then helps individuals avoid panic behavior. Individuals lacking coronavirus knowledge and science knowledge still comply with prevention guidelines when they have a general trust in medicine. Individuals lacking knowledge still follow prevention guidelines when they trust in medicine. Facilitating science knowledge and trust in science through education and targeted public health messaging are likely to be of fundamental importance for bringing crises such as the COVID-19 pandemic under control.

     

Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report

The Course-Based Undergraduate Research Experiences Network (CUREnet) was initiated in 2012 with funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. CUREnet aims to address topics, problems, and opportunities inherent to integrating research experiences into undergraduate courses. During CUREnet meetings and discussions, it became apparent that there is need for a clear definition of what constitutes a CURE and systematic exploration of what makes CUREs meaningful in terms of student learning. Thus, we assembled a small working group of people with expertise in CURE instruction and assessment to: 1) draft an operational definition of a CURE, with the aim of defining what makes a laboratory course or project a “research experience”; 2) summarize research on CUREs, as well as findings from studies of undergraduate research internships that would be useful for thinking about how students are influenced by participating in CUREs; and 3) identify areas of greatest need with respect to CURE assessment, and directions for future research on and evaluation of CUREs. This report summarizes the outcomes and recommendations of this meeting.

Students can work with the same data at the same time and with the same tools as research scientists.iPlant Education, Outreach & Training Group (2008, personal communication)

     

Familie und Familienalltag als Bildungsherausforderung

Against the background of a growing diversity and fluidity of family life in modern western societies, the arrangement of everyday family life has become quite demanding for individuals and families. The reflection of individual notions of family as well as the development of concepts of a fulfilling everyday family life has become a recurrent challenge throughout the life course, particularly relevant during transitions in family life (e. g. the transition to parenthood, the reentry of the main caregiver into the labor market, or the transition into post couple parenthood after separation or divorce). Although family theory recently developed the concept of ‘doing family’ to highlight the need to maintain and arrange family life day after day, there is little knowledge on how individuals develop family concepts and how these concepts are adopted to changing life circumstances. In this article we present a research approach which allows to empirically study the reflection and development of family concepts and to work out family concept-related processes of learning and ‘Bildung’. We will illustrate our theoretical and methodological considerations by presenting results from a case study that is part of an ongoing longitudinal study.     

Acquisition of a complex basketball-dribbling task in school children as a function of bilateral practice order

The purpose of this study was to investigate order-of-practice effects for the acquisition of a complex basketball skill in a bilateral transfer paradigm. The task required participants to dribble as fast as possible in slalom-like movements across six javelins and return to the initial position. Fifty-two right-handed school children (M age = 11.7years) practiced this skill in eight sessions over 4 weeks under one of two training schedules: (a) with the dominant hand, before changing to their nondominant hand (D-ND group), or (b) with the nondominant hand, before changing to the dominant hand (ND-D group). All tests were conducted with the right hand or the left hand only, and a transfer test was given with both hands alternating. The results of a retention test yielded significantly larger learning gains for the ND-D group as compared to the D-ND group. It is interesting that this performance advantage was independent of the respective hand tested. The same pattern of result was found in the transfer test, with significantly shorter movement times for the ND-D group with both hands alternating. Such order-of-practice effects for the acquisition of complex skills can be explained with hemispheric brain asymmetries for the processing of specific task requirements.     

Foot loading characteristics during three fencing-specific movements

Plantar pressure characteristics during fencing movements may provide more specific information about the influence of foot loading on overload injury patterns. Twenty-nine experienced fencers participated in the study. Three fencing-specific movements (lunge, advance, retreat) and normal running were performed with three different shoe models: Ballestra (Nike, USA), Adistar Fencing Lo (Adidas, Germany), and the fencers' own shoes. The Pedar system (Novel, Munich, Germany) was used to collect plantar pressures at 50 Hz. Peak pressures, force-time integrals and contact times for five foot regions were compared between four athletic tasks in the lunge leg and supporting leg. Plantar pressure analysis revealed characteristic pressure distribution patterns for the fencing movements. For the lunge leg, during the lunge and advance movements the heel is predominantly loaded; during retreat, it is the hallux. For the supporting leg, during the lunge and advance movements the forefoot is predominantly loaded; during retreat, it is the hallux. Fencing-specific movements load the plantar surface in a distinct way compared with running. An effective cushioning in the heel and hallux region would help to minimize foot loading during fencing-specific movements.     

Interindividual Differences in Learning Performance: The Effects of Age,Intelligence, and Strategic Task Approach

ABSTRACT

The present study investigated fluid and crystallized intelligence as well as strategic task approaches as potential sources of age-related differences in adult learning performance. Therefore, 45 young and 45 old adults were asked to learn pictured objects. Overall, young participants outperformed old participants in this learning test. However, more than 2/3 of the interindividual variability in learning performance was explained by interindividual differences in fluid intelligence and strategic task approach, with age not being a reliable predictor. Results indicate that personal resources and task approach influence learning performance directly and independently.