Why Use Multiple Representations in the Mathematics Classroom? Views of English and German Preservice Teachers

Dealing with multiple representations and their connections plays a key role for learners to build up conceptual knowledge in the mathematics classroom. Hence, professional knowledge and views of mathematics teachers regarding the use of multiple representations certainly merit attention. In particular, investigating such views of preservice teachers affords identifying corresponding needs for teacher education. However, specific empirical research is scarce. Taking into account the possible role of culture, this study consequently focuses on views about using multiple representations held by more than 100 English and more than 200 German preservice teachers. The results indicate that there are culture-dependent aspects of preservice teachers’ views, but also that there are common needs for professional development.     

From childhood nature experiences to adult pro-environmental behaviors: An explanatory model of sustainable food consumption

Abstract

In two studies, the role of nature experiences and social norms during childhood is explored next to adulthood biospheric values, connectedness to nature, environmental identity, and objective knowledge in relation to pro-environmental behaviors. Study 1 (N?=?185) tested the hypothesized model in the realm of general pro-environmental behaviors and sustainable fruit consumption on a sample of students. Study 2 (N?=?155) tested the model in the realm of sustainable seafood consumer choice on a general population sample. Path analyses show consistent results across samples. Results show that childhood nature experiences and exposure to pro-environmental social norms during childhood are related to adulthood development of connectedness with nature and biospheric values; these, in turn, help in shaping adulthood environmental self-identity ultimately influencing the enactment of sustainable food choices during adulthood. These findings point toward the relevance of childhood experiences for pro-environmental behaviors as compared to the provision of information. The role of objective knowledge across samples is inconsistent, thus requiring future investigations.     

Revisit,Reform, and Redesign: A Novel Dissection Approach for Demonstrating Anatomy of the Orbit for Continuing Professional Development Education

Advanced postgraduate medical education for health-care professionals is constantly evolving. Understanding facial anatomy and especially its vascular system is crucial when performing soft tissue filler injections to avoid adverse events including tissue loss or irreversible blindness. Standard anatomical resources often fall short of elucidating clinically relevant concepts in more highly specialized areas of interest. A novel dissection approach for demonstrating the anatomy of the lateral orbit was presented at scientific meetings to participants from dermatology, plastic surgery, and general practice. Results from the post-course online survey (n = 52) were analyzed. The results of the survey reveal a high educational impact and a high clinical relevance of the novel dissection approach. In addition, the majority of respondents (97.7%; n = 51) felt that the exposed anatomical structure of the orbit and face improved their ability to safely perform cosmetic procedures on the face. More experienced respondents who had previously attended at least five cadaveric dissections were more likely to strongly agree that reviewing anatomy through this novel dissection approach increased their confidence in avoiding periorbital vascular danger zones. As minimally invasive outpatient procedures continue to evolve, practicing physicians and mid-level providers often face the challenge of having to reconcile preexisting anatomical knowledge with new clinical practice. Skills required to navigate high impact anatomy include visualization of structures that form the navigational landscape and avoidance of key danger zones. The novel dissection approach to the lateral orbit reflects the increasing focus on revisiting, reforming, and redesigning anatomy for continuing professional development activities.     

The biomechanical structure of swim start performance

The aim of this study was to analyse the significance of various biomechanical parameters in swim start performance for the grab and track start techniques. To do so, structural equation models were analysed, incorporating measurements for the take-off phase, flight phase and entry phase. Forty-six elite German swimmers (18 female and 28 male; age: 20.1 ± 4.2 yrs; PB (100 m Freestyle): 53.6 ± 2.9 s) participated in the study. Their swim start performance was examined within a 25-m sprint test. Structural equation modelling was conducted in separate models for the block time, flight time and water time and in a combined model for swim start time. Our main finding was that swim start time is predominantly related to water time and determined to a lesser extent by block time and flight time. We conclude that more emphasis should be given to the water immersion behaviour and the gliding phase when analysing swim start performance. Furthermore, significant differences were found between the grab start and track techniques as regards the biomechanical parameters representing the take-off phase and water phase.     

Mindfulness and situational interest

In an attempt to exploit the concept of mindfulness for educational contexts, we investigated the role of dispositional mindfulness as an internal resource for the development of situational interest. Using an online questionnaire, we assessed participants’ (N?=?161, mean age?=?30.4 years, 74% female, 66% university students) mindfulness, presented them with a text on bionics, and asked them to indicate their situational interest regarding the material (t1). One week later, they indicated their maintained situational interest (t2). Findings reveal a positive relationship between mindfulness and situational interest at t1, especially with regard to participants’ ability to be momentarily ‘present’ and affective aspects of situational interest. Furthermore, we found an indirect effect of mindfulness on maintained situational interest at t2 via participants’ interest at t1. These findings were independent from participants’ initial interest and knowledge. Contrary to our expectation, we did not find a moderation effect for mindfulness on the relation between situational interest at t1 and t2. We discuss these findings in terms of implications for formal learning contexts.     

Value orientations and action conflicts in students’ everyday life: An interview study

The assumption that today’s German students are able to successfully combine synthesis achievement values and well-being values appears to be overly optimistic when regarded from the perspective of motivational psychology. The results of a qualitative-quantitative interview study with 25 students indicate that achievement and well-being values may come into conflict in everyday life. Incentives for achievement and well-being rarely co-occur in the same action domains. Whereas the school context is dominated by achievement incentives, leisure time is dominated by well-being incentives. Since both achievement and well-being are appreciated by most students, they should be prone to experience frequent everyday action conflicts. The motivational characteristics of postdecisional action conflicts are described on the phenomenal level and their possible impairing effects for learning processes are pointed out. Finally, alternative forms of value synthesis, which might be realized more successfully, are discussed.     

Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions

Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology, argumentation skills such as evaluating arguments or supporting theories with evidence are beneficial for developing deep understanding and well-grounded conclusions. We developed a 50-min training intervention to foster argumentation skills in the domain of ecology on topics related to sustainable development and analyzed its effects in a control-group design: (a) training intervention to foster argumentation skills (n = 41), (b) no such training intervention (n = 42). Results showed that this short-term training intervention successfully fostered three components of argumentation skills (i.e., evaluative knowledge, generative knowledge, and argument quality) and declarative knowledge about argumentation. The positive effect on declarative knowledge was stable 1 week after the training and it was mediated by learning processes during the training intervention: self-explaining the principles of argumentation underlying the video-based examples mediated the effect on declarative knowledge 1 week after the training. In short, the training intervention is an effective instructional method to enhance argumentation skills as well as declarative knowledge about argumentation.     

Prozess-Familien-Punkte

Zusammenfassung Software-Entwicklung auf Grundlage von Software-System-Familien ist durch eine organisierte Wiederverwendung und Variabilit?t auf Basis einer gemeinsamen Plattform gekennzeichnet. Zus?tzliche Effizienzsteigerungen werden bei Software-System-Familien in prozessgetriebenen Anwendungsdom?nen durch die explizite Berücksichtigung von softwareinternen Prozessabl?ufen erm?glicht. Ausgehend von diesem Potenzial skizziert der vorliegende Beitrag eine Methodik zur Umfangsmessung und Aufwandsprognose für Prozess-Familien. Die hierbei beschriebenen Softwaremetriken wurden in empirischen Fallstudien validiert und erm?glichen eine Bewertung der Effizienzvorteile dieses neuen Entwicklungsansatzes.

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Software system families are characterized through a structured reuse of components and a high degree of automation based on a common infrastructure. It is possible to increase the efficiency of software system families by an explicit consideration of process flows in application domains which are driven by processes. Based on that fact this article briefly describes the approach of process family engineering. Afterwards the metrics of Process-Family-Points are explained in detail. These are the only framework to measure the size and estimate the effort of process families. Subsequently this paper shows the first results from a validation of the Process-Family-Points in the application domains of Electronic Business and Automotive.

     

The Role of Motor Competences in Predicting Working Memory Maintenance and Preparatory Processing

The purpose of the study was the examination of the longitudinal association between motor competences and changes in preparatory processing during a task requiring working memory maintenance. At baseline, 52 Caucasian children aged 10–12 years completed the MOBAK-5 test battery and a Sternberg task, whereas the cue-P300 and the initial contingent negative variation (iCNV) were recorded via electroencephalography. After 9 months, the Sternberg task was administered again to assess changes in these neurophysiological indices and behavioral performance. Path analyses revealed that motor competences predicted the change in cue-P300 and iCNV from baseline to follow-up. The present findings indicate that the cognitive control strategy during a task demanding working memory maintenance changes as a function of children's baseline motor competences.