Effects of problem solving after worked example study on secondary school children’s monitoring accuracy

Monitoring accuracy, measured by judgements of learning (JOLs), has generally been found to be low to moderate, with students often displaying overconfidence, and JOLs of problem solving are no exception. Recently, primary school children’s overconfidence was shown to diminish when they practised problem solving after studying worked examples. The current study aimed to extend this research by investigating whether practising problem solving after worked example study would also improve JOL accuracy in secondary education. Adolescents of 14–15 years old (N = 143) were randomly assigned to one of five conditions that differed in timing of JOLs, whether practice problems were provided, and timing of the practice problems provided: (1) worked examples – JOL, (2) worked examples – delay – JOL, (3) worked examples – practice problems – JOL, (4) worked examples – practice problems – delay – JOL or (5) worked examples – delay – practice problems – JOLs. Results showed that practice problems improved absolute accuracy of JOLs as well as regulation accuracy. No differences in final test performance were found.     

Preparatory effects of problem solving versus studying examples prior to instruction

Instructional Science - The Productive Failure (PF) approach prompts students to attempt to solve a problem prior to instruction – at which point they typically fail. Yet, research on PF...     

The Impact of Design-Based STEM Integration Curricula on Student Achievement in Engineering,Science, and Mathematics

The new science education reform documents call for integration of engineering into K-12 science classes. Engineering design and practices are new to most science teachers, meaning that implementing effective engineering instruction is likely to be challenging. This quasi-experimental study explored the influence of teacher-developed, engineering design-based science curriculum units on learning and achievement among grade 4–8 students of different races, gender, special education status, and limited English proficiency (LEP) status. Treatment and control students (n = 4450) completed pretest and posttest assessments in science, engineering, and mathematics as well as a state-mandated mathematics test. Single-level regression results for science outcomes favored the treatment for one science assessment (physical science, heat transfer), but multilevel analyses showed no significant treatment effect. We also found that engineering integration had different effects across race and gender and that teacher gender can reduce or exacerbate the gap in engineering achievement for student subgroups depending on the outcome. Other teacher factors such as the quality of engineering-focused science units and engineering instruction were predictive of student achievement in engineering. Implications for practice are discussed.     

The Attitudes of Different Partners Involved in Higher Education towards Students with Disabilities

In this article we analyse the inclusion of students with disabilities in the field of university attendance, emphasising the importance of attitudes of teachers as well as the rest of the university community as a whole for inclusion to be successful. The effect of variables of gender, education and training and contact with students with disabilities on these attitudes is also detailed. A scale was applied to assess attitudes towards disabilities to 2671 participants, including students with and without disabilities, teachers and administrative and services staff from the Faculty of Education in a University in Southern Spain. The results show that in general, the university community has positive attitudes towards students with disabilities, with differences according to the group, with university teachers having the most favourable attitudes. The results are discussed and suggestions for future research are offered.     

The role of student burnout in predicting future burnout: exploring the transition from university to the workplace

Burnout is a significant problem in the workplace and recent research suggests burnout is also a growing concern for students. This study aimed to explore the transition from study to work, including exploring the impact of student burnout on work burnout. Australian health profession students (T1, n?=?86; T2, n?=?86; T3, n?=?57) from the disciplines of nursing, psychology, occupational therapy and social work were followed from their final year at university into their first two years at work. An online questionnaire which included measures of exhaustion, cynicism, professional efficacy, mental health, neuroticism, study/job demands and resources was administered at three time points, one year apart. Contrary to the hypotheses, burnout was higher in study than work for all dimensions of burnout. Study exhaustion and cynicism predicted work exhaustion and cynicism, respectively. These results demonstrate the importance of early intervention for burnout in university settings, both to decrease student burnout and to prevent future work burnout.     

Lipoproteins and cholesterol homeostasis in paediatric nephrotic syndrome patients

IntroductionThe aim of this study was to investigate lipoprotein particle distributions and the likelihood of achieving cholesterol homeostasis in the remission phase of nephrotic syndrome (NS) in paediatric patients. We hypothesized that lipoprotein particle distributions moved toward less atherogenic profile and that cholesterol homeostasis was achieved.Materials and methodsThirty-three children, 2 to 9 years old with NS were recruited. Blood sampling took place both in the acute phase and during remission. Serum low-density lipoprotein particles (LDL) and high-density lipoprotein particles (HDL) were separated using non-denaturing polyacrylamide gradient gel (3-31%) electrophoresis. Serum non-cholesterols sterols (NCSs), desmosterol, lathosterol, 7-dehydrocholesterol (7-DHC), campesterol and β-sitosterol were measured by high-performance liquid chromatography-tandem mass spectrometry (HPLC-MS/MS).ResultsAll patients had desirable serum HDL cholesterol concentrations during remission. The dominant lipoprotein diameters and LDL subclass distribution did not change significantly during follow-up. In contrast, HDL lipoprotein particle distribution shifted towards larger particles. The absolute concentration of desmosterol was significantly lower during remission (P = 0.023). β-sitosterol concentration markedly increased during remission (P = 0.005). Desmosterol/β-sitosterol (P < 0.001) and 7-DHC/β-sitosterol (P = 0.005) ratios significantly declined during disease remission.ConclusionsFavourable changes in the serum lipid profiles, HDL particle subclass distribution and cholesterol metabolism in paediatric patients with NS during remission took place. For the first time, we found that cholesterol homeostasis changed in favour of increased cholesterol absorption during disease remission. Nevertheless, complete cholesterol homeostasis was not achieved during disease remission.     

Education experienced by foreign-born faculty whose native countries have undergone major socio-economical changes

Three professors of education reflected on education in their countries of origin, and compare their education with learning, teaching and the education in the United States. The three countries represented are China prior to the political and economical reforms starting from 1979, Iran prior to the Islamic Republic of 1979, and the Russian Federation of the Former Soviet Union prior to the fall of the Soviet Union in 1991. Certain aspects of education such as the curriculum, pedagogy, length of schooling, methods of teaching, the textbooks, and priorities and goals of schooling in each country are discussed. This article is a comparison of the educational system of each country with the American educational system as well as among the three countries. The article concludes with each author offering some ideas on how the American educational system might benefit from the experience of the other countries.     

The Mirror Neuron System and Observational Learning: Implications for the Effectiveness of Dynamic Visualizations

Learning by observing and imitating others has long been recognized as constituting a powerful learning strategy for humans. Recent findings from neuroscience research, more specifically on the mirror neuron system, begin to provide insight into the neural bases of learning by observation and imitation. These findings are discussed here, along with their potential consequences for the design of instruction, focusing in particular on the effectiveness of dynamic vs. static visualizations.