Short animation movies as advance organizers in physics teaching: a preliminary study

Background : Advance organizers are instructional materials that help students use previous knowledge to make links with new information. Short animation movies are a possible format and are well suited for physics, as they can portray dynamic phenomena and represent abstract concepts.

Purpose : The study aimed to determine guidelines for the construction of an instructional short animation movie, with the role of an advance organizer. A film was created in order to evaluate the effectiveness of the approach, making part of a physics lesson and concerning the subject ‘moment of a force’.

Sample : The study took place in a Brazilian school in the city of Arapoti, in the south region of the country. Thirty-eight students participated, having an average age of 16 and following the third year of high school.

Design and methods : Criteria drawn from a literature review directed the construction of the movie and the lesson. Data were collected using pre- and post-tests; registers of oral comments were also done during the class. The post-test included open-ended questions, allowing students to write remarks concerning the lesson and the animation.

Conclusions : The article describes steps and guidelines to orient the process of designing an animation movie with the role of advance organizer. Data indicated that the movie facilitated the construction of links between pre-existent knowledge and the new information presented in the lesson. The proposed methodology can be considered a valid framework to derive similar approaches.     

Early School-leaving in Spain: evolution,intensity and determinants

Spain has one of the highest levels of early school leaving and educational failure of the European Union. The purpose of this paper is to analyse the anatomy of early school leaving in Spain and its characteristics. In order to do so, in the first part we discuss the measurement problems related with this concept and the evolution of drop-out rates in Spain. We argue that the published figures of early school leaving slightly underestimate the phenomenon, and discuss the impact of the increase in immigration rates on the level of educational failure and its very unequal distribution in terms of gender. In a second part, using data from the Labour Force Surveys of 2000 and 2007, we explore the factors behind educational failure by means of a logistic regression. The results of this model confirm the explanatory power of social reproduction hypotheses, but also show that there are important aspects of the patterns and recent evolution of early school leaving which cannot be explained by a single theoretical approach.     

Cognitive-operative model of intelligent learning systems behavior

In this paper behavior during the teaching–learning process is modeled by means of a fuzzy cognitive map. The elements used to model such behavior are part of a generic didactic model, which emphasizes the use of cognitive and operative strategies as part of the student–tutor interaction. Examples of possible initial scenarios for the teaching–learning process are developed, along with the results provided by the model.     

Fulfilling Entrepreneurial Curriculum Needs in Rural Communities

ABSTRACT

This study examined the business curriculum offered by schools in the third largest community college system in the nation. The objective was to determine the degree that entrepreneurial-oriented curricula meet the needs of young people interested in starting their own business. By analyzing the business curriculum of community colleges throughout the state of Illinois, the study provides an unbiased evaluation of the course offerings. A comparison of rural/urban disparities was also conducted.     

“Should I let them talk?”: Private speech and task performance among preschool children with and without behavior problems

Preschool and kindergarten teachers must make decisions everyday about how much to allow their children to talk out loud to themselves during various classroom activities. The present study examines the effects of children's private speech use on task performance for a group of behaviorally at-risk children and a group of control children during a speech–action coordination task. Twenty-nine behaviorally at-risk preschool children and 43 control children completed two versions of a speech–action coordination task (motor sequencing version and numeric tapping) two times, once with and once without speech instructions. Results indicated that the behaviorally at-risk children used more speech spontaneously compared to control children and performed just as well, and that both groups of children performed better when given instructions to use speech. Implications of these findings for early childhood educators’ decisions about children's private speech use in the classroom are discussed.     

Greater basal skeletal muscle AMPKα phosphorylation in men than in women: Associations with anaerobic performance

Objectives: This study was designed to investigate the association of gender, fibre type composition, and anaerobic performance with the basal skeletal muscle signalling cascades regulating muscle phenotype. Design: Muscle biopsies were obtained from 25 men and 10 women all young and healthy. Methods. Protein phosphorylation of Thr¹⁷²AMPKα, Ser²²¹ACCβ, Thr²⁸⁶CaMKII as well as total protein abundance of PGC-1α, SIRT1, and CnA were measured by Western blot and anaerobic performance by the Wingate test. Results: Percent type I myosin heavy chain (MHC I) was lower in men (37.1?±?10.4 vs. 58.5?±?12.5, P?P?P?221ACCβ and Thr²⁸⁶CaMKII fractional phosphorylation tended to be higher in men (P?=?.1). PGC1-α and SIRT1 total protein expression was similar in men and women, whereas CnA tended to be higher in men (P?=?.1). Basal AMPKα phosphorylation was linearly related to the percentage of MHC I in men (r?=?0.56; P?Conclusion: In summary, skeletal muscle basal AMPKα phosphorylation is higher in men compared to women, with no apparent effect on anaerobic performance.     

Cold-water immersion alters muscle recruitment and balance of basketball players during vertical jump landing

The purpose of this study was to evaluate the effects of cold-water immersion on the electromyographic (EMG) response of the lower limb and balance during unipodal jump landing. The evaluation comprised 40 individuals (20 basketball players and 20 non-athletes). The EMG response in the lateral gastrocnemius, tibialis anterior, fibular longus, rectus femoris, hamstring and gluteus medius; amplitude and mean speed of the centre of pressure, flight time and ground reaction force (GRF) were analysed. All volunteers remained for 20 min with their ankle immersed in cold-water, and were re-evaluated immediately post and after 10, 20 and 30 min of reheating. The Shapiro–Wilk test, Friedman test and Dunn’s post test (P < 0.05) were used. The EMG response values decreased for the lateral gastrocnemius, tibialis anterior, fibular longus and rectus femoris of both athletes and non-athletes (P < 0.05). The comparison between the groups showed that the EMG response was lower for the athletes. Lower jump flight time and GRF, greater amplitude and mean speed of centre of pressure were predominant in the athletes. Cold-water immersion decreased the EMG activity of the lower limb, flight time and GRF and increased the amplitude and mean speed of centre of pressure.