Developmental Change in Notetaking during Scientific Inquiry

This paper addresses the development in children’s and adults’ awareness of the benefits of writing through the analysis of change in notetaking while engaged in scientific inquiry over 10 weeks. Participants were given a notebook that they could choose to use. Our results indicate consistent differences between the performance of adults versus children and also across time. First, there were clear differences in the number of participants who chose to take notes. Second, not only did adults write more notes than children, but also the adults’ mean number of notes slightly increased over time, whereas children’s notes actually decreased in frequency. Third, children and adults differed in the types of notes they took. These results are interpreted in terms of participants’ awareness of what needs to be noted in a scientific task and why it needs to be noted, and they suggest implications for educational practice. First, because learners often have inaccurate representations of the task demands and their own future state of knowledge, they do not perceive the utility of notetaking. Second, because of these misperceptions, learners do not refer back to their notes and thereby miss feedback that would spur the refinement of their metacognitive (particularly metastrategic) knowledge and strategy use. Educators need to design opportunities for students to engage in activities that increase metacognitive knowledge of their own cognitive abilities and the demands of the task.     

Elementary Students' Laboratory Record Keeping During Scientific Inquiry

The present study examines the mutual interaction between students' writing and scientific reasoning among sixth‐grade students (age 11–12 years) engaged in scientific inquiry. The experimental task was designed to promote spontaneous record keeping compared to previous task designs by increasing the saliency of task requirements, with the design goal of making the relationship between record keeping and inquiry strategies more explicit and visible. Compared to previous studies, this new task design resulted both in a higher amount of record keeping overall and in a higher quality of information, which is interpreted to be a result of increased participants’ metatask and metastrategic knowledge arising from greater engagement with the task. The study found a significant relationship between the quality of students' record keeping and the inquiry strategies that were investigated. However, this relationship varied depending on the type of inquiry strategy. Strategies that are employed during the design of experiments (i.e., factorial combination strategy and control‐of‐variables strategy [CVS]) were statistically related to the number of complete comments (plans and intents), but not with the total number of comments. In contrast, the study found that for strategies employed while evaluating evidence (i.e., drawing inferences), student production of quality records is a necessary but not sufficient condition for effective evidence evaluation; in addition to recording high‐quality information, students must also review their records (both from design and evaluation phases).     

Understanding a Phenomenon in Two Domains as a Result of Contextualization

This study illustrates how contextualization influences students' reasoning. An experiment on the properties of air was demonstrated with alternative designs to two groups of primary students (n = 45). Students' written explanations to the observations show that an experiment in which science equipment and chemicals are used poses a significant problem to these students, who have not yet been introduced to the different disciplines of school science. We argue that the scientific arrangement of experiments might in fact obstruct students' sound reasoning in explaining phenomena. In relation to its role as a trigger for reasoning, scientific equipment calls for a more conscious utilization than is often the case in school science.     

Influence of different attentional focus on EMG amplitude and contraction duration during the bench press at different speeds

The purpose of this study was to investigate whether using different focus affects electromyographic (EMG) amplitude and contraction duration during bench press performed at explosive and controlled speeds. Eighteen young male individuals were familiarized with the procedure and performed the one-maximum repetition (1RM) test in the first session. In the second session, participants performed the bench press exercise at 50% of the 1RM with 3 different attentional focuses (regular focus on moving the load vs contracting the pectoralis vs contracting the triceps) at 2 speed conditions (controlled vs maximal speed). During the controlled speed condition, focusing on using either the pectoralis or the triceps muscles increased pectoralis normalized EMG (nEMG) by 6% (95% CI 3–8%; p = 0.0001) and 4% nEMG (95% CI 1–7%; p = 0.0096), respectively, compared with the regular focus condition. Triceps activity was increased by 4% nEMG (95% CI 0–7%; p = 0.0308) at the controlled speed condition during the triceps focus. During the explosive speed condition, the use of different focuses had no effect. The different attentional focus resulted in comparable contraction duration for the measured muscles when the exercise was performed explosively. Using internal focus to increase EMG amplitude seems to function only during conditions of controlled speed.     

A systematic review of propulsion from the flutter kick – What can we learn from the dolphin kick?

Propulsion, one of the most important factors in front crawl swimming performance, is generated from both the upper and lower limbs, yet little is known about the mechanisms of propulsion from the alternating movements of the lower limbs in the flutter kick (FK). The purpose of this systematic review was to review the literature relating to the mechanisms of propulsion from FK in front crawl. There was limited information about the mechanisms of propulsion in FK. Since movements of the lower limbs are similar between FK and the dolphin kick (DK), mechanisms of propulsion from DK were reviewed to better understand propulsion from FK. Recent evidence suggests that propulsion in DK is generated in conjunction with formation and shedding of vortices. Similar vortex structures have been observed in FK. Visualisation and simulation techniques, such as particle image velocimetry (PIV) and computational fluid dynamics (CFD), are non-invasive tools that can effectively model water flow without impacting swimming technique. These technologies allow researchers to estimate the acceleration of water and, consequently, the propulsive reaction forces acting on the swimmer. Future research should use these technologies to investigate propulsion from FK.     

Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development

ABSTRACT

Experiential learning (EL) has great potential to prepare students to work on interdisciplinary and global challenges across traditional boundaries, as well as support them in the development of reflective skills. In this study, we explore reflection as a central element for EL in the university wide interdisciplinary course Experts in Teamwork (EiT). Based upon 17 years of experience with the development of EiT, perspectives from the literature, and critically analyzing current practices, we describe two key findings from this ongoing exploration: the need to develop a framework for such a course and the need for training of teaching staff.     

Intuitive ideas and scientific explanations as parts of students' developing understanding of biology: The case of evolution

Questions concerning 13–16 year old students' developing understanding of different biological concepts related to the theory of evolution of species are focused. The aim is to get more detailed examples of the ways in which students understand complex biological concepts and the development of these concepts. Data were collected from two different periods: at the beginning of the seventh and at the end of the ninth grade of the Swedish compulsory school. The examples given show how students, in various ways, construct and develop their understanding of animal and plant adaptation to nature, with the help of their biological knowledge as well as by alternative and more intuitive ideas about the function of nature. The varying abilities of students to express their ideas are discussed as well as different arguments concerning the student's difficulties in adapting to scientific ideas from more intuitive ideas.     

Designing,evaluating, and reacting to a secondary science methods class

Most science educators spend much of their time planning and teaching science methods classes yet there is very little dialogue among science educators concerning what ought to be taught. This study involved a small sample. Readers should think of it as a model for conducting similar self-studies. The instructor of this course has been teaching it since 1966, and each year, he has revised 10–20% of it. These data show that some, but not all, of the revisions have resulted in improvement. This analysis illustrates how helpful the perceptions of methods students can be for initiating and continuing a dialogue among educators regarding the structure of methods courses. Although the question of “What ought to be taught?” has been clarified to a degree, it has and always will remain.