Argumentative skills development in teaching philosophy to secondary school students through constructive controversy: an exploratory study case

The use of argumentative strategies that promote the defense of well-grounded personal arguments contributes to the development of a critical, ethical and political thought that leads to responsible and socially committed people. Based on the quality of the produced arguments in philosophical essays, this work evaluates the potential application of a cooperative learning method – the constructive controversy – for the development of argumentative skills in secondary school students in philosophy. The quality of the arguments was evaluated through the analysis of a total of 144 philosophical essays produced by the students over a school year. The results point to the advantages of using this method over more traditional ones in the acquisition of argumentative skills.     

Parental Behavior,Cognitive Appraisal,and Motivation in Young Athletes

Purpose: This study tested two hypotheses relating young athletes’ sports motivations to parental behaviors and cognitive appraisal: (1) young athletes’ motivation in sports is related to their parents’ behavior; and (2) this relationship is mediated by cognitive appraisal, even after controlling for competitive level and sports records. Method: This cross-sectional study included 673 young athletes and it measured the athletes’ perceptions of parental behaviors, cognitive appraisal, and sports motivation. Results: Structural equation modeling confirmed Hypothesis 1–the mother’s behaviors accounted for 15 to 16% of the variance in sports motivation, and the father’s behaviors accounted for 12 to 21% of the variance. The correlation patterns differed according to whether the athletes were evaluating the mother’s or father’s behaviors. Hypothesis 2 also was confirmed, for cognitive appraisal partially mediated the relationship between the perception of parental behaviors and sports motivation (34% of the variance was accounted for by the perception of the mother’s behavior; 30% by the father’s). The mediating model did not vary with competitive level or sports records. Conclusion: Parental behaviors and cognitive appraisal need to be taken into account to understand young athletes’ sports motivations.     

Biomechanics,energetics and coordination during extreme swimming intensity: effect of performance level

The present study aimed to examine how high- and low-speed swimmers organise biomechanical, energetic and coordinative factors throughout extreme intensity swim. Sixteen swimmers (eight high- and eight low-speed) performed, in free condition, 100-m front crawl at maximal intensity and 25, 50 and 75-m bouts (at same pace as the previous 100-m), and 100-m maximal front crawl on the measuring active drag system (MAD-system). A 3D dual-media optoelectronic system was used to assess speed, stroke frequency, stroke length, propelling efficiency and index of coordination (IdC), with power assessed by MAD-system and energy cost by quantifying oxygen consumption plus blood lactate. Both groups presented a similar profile in speed, power output, stroke frequency, stroke length, propelling efficiency and energy cost along the effort, while a distinct coordination profile was observed (F_{(3, 42)} = 3.59, P = 0.04). Speed, power, stroke frequency and propelling efficiency (not significant, only a tendency) were higher in high-speed swimmers, while stroke length and energy cost were similar between groups. Performing at extreme intensity led better level swimmers to achieve superior speed due to higher power and propelling efficiency, with consequent ability to swim at higher stroke frequencies. This imposes specific constraints, resulting in a distinct IdC magnitude and profile between groups.     

Science curricula design: analysis of authors’ ideological and pedagogical principles

The study analyses the extent to which the sociological message transmitted by the Official Pedagogic Discourse of the curriculum for Portuguese middle schools contains the ideological and pedagogical principles of its authors. The research is epistemologically and sociologically grounded, placing particular emphasis on Bernstein theory of pedagogic discourse. The ideological principles underlie broad educational aims and the pedagogical principles underlie characteristics of the pedagogic practice. Data was obtained through a semi‐structured interview with the authors and documental analysis of their publications. The results suggest that the authors were distinct in the ideological and pedagogical principles they valued and that discontinuities were evident between those principles and the curriculum message. These results are discussed and their consequences in terms of scientific learning are explored.     

Protective effects of therapeutic cold and heat against the oxidative damage induced by a muscle strain injury in rats

Abstract

The mechanisms of action of physical agents commonly used to treat skeletal muscle lesions are not well understood. In this study, we examined whether the modulation of oxidative stress is involved in the beneficial effects of cold and heat on gastrocnemius muscle strain injury. Adult male Wistar rats were submitted to a strain injury and treated with therapeutic agents in an isolated or combined form. Strain damage caused an increase in muscle and blood oxidative damage. We suggest that this oxidative damage might be related to the impairment of the muscle cell structure, since we observed a significant positive correlation between increased plasma creatine kinase activity and both oxidized dichlorofluoresceine and lipid peroxidation levels in muscle and blood. The intensity of the inflammatory response appears also to be an important factor in the genesis of oxidative damage immediately following a muscle strain injury. Therapeutic cold seems to be more effective in preventing the damage induced by a strain injury, possibly due to its capacity to control the impairment of muscle cell structure and to modulate the intensity of the inflammatory response that follows a muscle strain injury.     

Breaking the habit: engineering students’ understanding of mathematical creativity

ABSTRACT

In higher education, engineering students have to be prepared for their future jobs, with knowledge but also with several soft skills, among them creativity. In this paper, we present a study carried on with 128 engineering undergraduate students on their understanding of mathematical creativity. The students were in the first year of different engineering first degrees in a north-eastern Portuguese university and we analysed the content of their texts for the question ‘What do you understand by mathematical creativity?’. Data collection was done in the first semester of the academic years 2014/2015 and 2016/2017 in a Linear Algebra course. The results showed that ‘problem solving’ category had the majority of the references in 2014/2015, but not in the academic year 2016/2017 were ‘involving mathematics’ category had the majority. This exploratory study pointed out for ‘problem solving’ and ‘involving mathematics’ categories and gave us hints for teaching mathematics courses in engineering degrees.     

Completely illiterate adults can learn to decode in 3 months

The purpose of this case series was to explore whether adults who did not have the opportunity to acquire reading skills during childhood are able to do so rapidly if trained with an adequate literacy program. After 14 weeks of training with a new, optimized, literacy course based on cognitive research, six out of eight participants became able to read words they had never encountered, hence demonstrating that they were definitely engaged in decoding processes that allow autonomous reading. Moreover, they showed enhanced phonemic sensitivity and phonological memory. The latter finding implies that functional changes can take place rapidly outside the reading domain even when reading is acquired in adulthood. Thus, there is no major plasticity impediment preventing rapid eradication of illiteracy in adults.     

Practical Work in Science Education: Study of Different Contexts of Pedagogic Practice

Research in Science Education - The study investigates differentiated teaching practices of practical work in distinct social contexts and with different experienced teachers, at the level of the...     

Metaphonological abilities of Japanese children

Linguists generally conceive of speech as a sequence of elementary soundunits or phones. On the other hand, cognitive psychologists have established the existence of a close link between segmental awareness (SA) and alphabetic literacy: the best speech segmenters are also the best readers; conversely, the lack of SA leads to lagging in the acquisition of the written code. Studies carried out with illiterate adults and preliterate children suggest that SA does not arise outside the context of learning to read and write. Furthermore, cross-cultural studies have so far supported the hypothesis that SA is promoted by alphabetic literacy only, and not by logographic or syllabic literacy. The present study is inspired by Mann's (1986) research and aims at studying the phonological (i.e. syllabic and phonemic) analysis abilities of Japanese first-graders who are learning to read in a syllabic writing system. The relatively poor performance of subjects tends to confirm the starting hypothesis that SA is closely linked to alphabetic literacy. Moreover, the subjects apparently resorted to spelling-based strategies to accomplish the tasks presented. This comes to support the general idea that the written characters used to transcribe a language tend to exert a strong influence on the conscious perceptual representation of the phonology of this language.This study would not have been possible without the precious help of Miss T. Yamamoto for the construction of the experimental items. We are also much indebted to Mrs. A. M. Van Craen for her good advice and for having introduced one of us (Carmela Spagnoletti) to the Japanese School of Brussels. We also wish to thank the Director of the Japanese School of Brussels for his permission to carry out the experimental work with his pupils, and to all the professors for having invited the parents to cooperate and provided us with many useful information. We are especially grateful to the children who participated to the experinmental sessions as well as to their parents. The present work has been partially supported by the Belgian Fonds de la Recherche fondamentale collective (convention n° 2.4562.86) and the Ministry of scientific Policy (Action de Recherche concertée: Processus cognitifs dans la lecture).