Angle-specific knee muscle torques of ACL-reconstructed subjects and determinants of functional tests after reconstruction

The purposes of this study were to analyse (a) if “angle-specific” (AS) flexor and extensor torques were different between ACL-reconstructed and uninvolved limbs, (b) the difference in peak torque occurrence angles for concentric and eccentric knee flexor and extensor torques between involved and uninvolved limbs and (c) if AS concentric and eccentric knee flexor and extensor torques are determinants of performance in the “single-leg hop test” (SLHT) and “vertical jump and reach test” (VJRT) in ACL-reconstructed legs. Twenty-seven male ACL-reconstructed volunteers were included in the study. Isokinetic knee muscle strength, SLHT and VJRT were performed 6 months after ACL reconstruction. No difference was found in extremity and knee joint angle interaction for concentric and eccentric flexor and extensor torques (p > 0.05). Peak torque occurrence angles were not different between involved and uninvolved limbs (p > 0.05). In involved extremities, concentric knee extensor strength at 90° was a determinant of SLHT performance (R² = 0.403, p < 0.05), and concentric knee extensor strength at 60° was a determinant of VJRT (R² = 0.224, p < 0.05). Assessment of AS concentric knee extensor strength at 60° and 90° might be important, because these were determinants of functional test performance.     

Evaluation of learning environments for object-oriented programming: measuring cognitive load with a novel measurement technique

Various methods and tools have been proposed to overcome the learning obstacles for Object-Oriented Programming (OOP). However, it remains difficult especially for novice learners. The problem may be not only adopting an instructional method, but also an Integrated Development Environment (IDE). Learners employ IDEs as a means to solve programming problems and an inappropriate IDE may impose additional cognitive load. Therefore, this quasi-experimental study tried to identify the cognitive effects of a more visually supportive and functional IDE. It was explored by the functional near-infrared spectroscopy method, which is a relatively new physiological tool for measuring cognitive load. Novice students participated in the study in two experimental groups and they were required to write a Java application using two different IDEs. The results indicated a significant difference between the experimental groups and the findings are discussed in view of the principles of Cognitive Load Theory and Multimedia Learning.     

The Impact of STEM Attitude and Thinking Style on Computational Thinking Determined via Structural Equation Modeling

Journal of Science Education and Technology - This study aimed to investigate the relationships among computational thinking (CT) skills, science, technology, engineering and mathematics (STEM)...     

Dewey and mathematical practice: revisiting the distinction between procedural and conceptual knowledge

We identify a recent trend in school mathematics as well as in some of the research literature in mathematics education: an emphasis on the practical uses of mathematics and an increased emphasis on verbalizations as opposed to numerical and computational skills. With tools provided by John Dewey, an early advocate of contextual and practical knowledge, we analyse the common research framework for discussing mathematical knowledge in terms of the procedural and the conceptual. We argue that procedural and conceptual knowledge should not be seen as opposites, and that the tendency to treat them as such might be avoided by emphasising the notion of operational skill. We argue that this is important in order for the students to gain both the contextual knowledge and the computational skill entailed in mathematical knowledge.     

Effect of the flipped classroom model on academic achievement and motivation in teacher education

The present study investigates the effect of the Flipped Classroom (FC) model on the academic achievement and motivation levels of preservice teachers enrolled on the Teaching Principles and Methods (TPM) course, which is a higher education-level knowledge course in the teaching profession. A quasi-experimental design was adopted for the study, and the opinions of the participants of the course were taken at the end of the implementation process. The experimental group took the 14-week TPM course based on a FC model, while no intervention was made in the control group, which completed the process based on the current curriculum. In the experimental group, an interactive and controlled online learning environment was used to access the FC videos. Based on the findings of the study, it was found that the academic achievement and motivation levels of the preservice teachers in the experimental group were significantly higher than those in the control group. The preservice teachers expressed that the FC model provided them with the opportunity to put their knowledge into practice, while also improving their teaching skills and ensuring their active participation in the lesson. Their criticisms of the model, on the other hand, related mostly to the technical problems they encountered.

     

Participatory approach in practice: an analysis of student discussions about climate change

Many authors have claimed that participatory perspectives should be a significant feature of environmental and sustainability education (ESE). This change in ESE practice implies a relocation of the process of environmental knowledge constitution from ‘before’ to ‘in’ the educational event. The aim of this paper is to clarify both the processes of knowledge constitution and the content of the constituted knowledge within participatory ESE practices. Two methods based on John Dewey’s transactional perspective are used in the study: epistemological move analysis and pragmatic discourse analysis. The empirical material consists of video-recorded student discussions about climate change in the setting of a Swedish upper secondary school with a pronounced sustainability approach. In the analyses, six different epistemological moves used by the students are identified. The analyses show how students cooperatively constitute a specific view of climate change by using these moves. A main conclusion of this study is that participatory approaches do not necessarily mean that knowledge becomes more diverse. It is therefore important that teachers pay attention to governing processes among students and occasionally challenge the common view in order to allow for alternative possibilities and views.     

Drawing digital pictures: An investigation of primary pupils’ representations of ICT and schools

The relatively restricted nature of children's use of information and communications technologies (ICTs) inside the school setting has long been noted by researchers. With this in mind, this article offers a grounded analysis of drawings collected from 355 primary pupils (years three to six) from five English primary schools depicting desired future forms of school ICT provision. The article contends that the nature and content of these future orientated pictures reflect many of the tensions underlying children's current engagements with ICTs in school. Specifically the article discusses how the drawings offer valuable insights into the issues underlying pupils’ understandings of ICT and schools, not least: the restrictions of the school as organisation; the oppositional relationship between the ‘work’ of learning in school and the ‘play’ of using digital media at home; the unequal power relations that exist between pupils, schools and teachers. The article concludes that rather than accede to demands for free and unfettered use of game consoles and portable devices in the classroom, schools should instead concentrate on fostering informed dialogues with young people about the potential educational benefits of school ICT use.     

Young Children’s Representations of Spatial and Functional Relations Between Objects

Three experiments investigated changes from 15 to 30 months of age in children’s (N = 114) mastery of relations between an object and an aperture, supporting surface, or form. When choosing between objects to insert into an aperture, older children selected objects of an appropriate size and shape, but younger children showed little selectivity. Further experiments probed the sources of younger children’s difficulty by comparing children’s performance placing a target object in a hole, on a 2‐dimensional form, or atop another solid object. Together, the findings suggest that some factors limiting adults’ object representations, including the difficulty of comparing the shapes of positive and negative spaces and of representing shapes in 3 dimensions, contribute to young children’s errors in manipulating objects.     

Statistics usage by French academic libraries: a survey

The article presents a survey on usage statistics management in academic libraries in France. The objective is to provide empirical evidence on real methods and processes, best practices and problems experienced by librarians. The survey adapted Baker and Read's methodology to the French context. One‐third of French academic libraries answered the survey. Results show that usage statistics are crucial for librarians' daily work. COUNTER reports are mostly used, specifically the JR1 format. Two‐thirds of the libraries enhance the usage statistics with other data. Librarians face three major difficulties: lack of time, lack of usage data produced by French vendors, and the need for customized tools. The article contains a short literature review and ends with recommendations for further studies. It is the first published survey on usage data management in France and allows for comparison with results from other countries.     

Comparing an Inquiry‐based Approach known as the Science Writing Heuristic to Traditional Science Teaching Practices: Are there differences?

Many state and federal governments have mandated in such documents as the National Science Education Standards that inquiry strategies should be the focus of the teaching of science within school classrooms. The difficult part for success is changing teacher practices from perceived traditional ways of teaching to more inquiry‐based approaches. Arguments are often made about the effectiveness of these traditional strategies. The purpose of this study was to compare the effectiveness of the inquiry‐based approach known as the Science Writing Heuristic approach as a treatment to traditional teaching practices on students' post‐test scores in relation to students' achievement level and teacher's implementation of the approach. A mixed‐method research approach was used to analyze the teacher observational data and students' test results. The major findings of this study are that the quality of the implementation does have an impact on student performance on post‐test scores and that high‐quality implementation of the Science Writing Heuristic approach has significant advantages in closing the achievement gap within science classrooms.