Correlating Spatial Ability With Anatomy Assessment Performance: A Meta-Analysis

Interest in spatial ability has grown over the past few decades following the emergence of correlational evidence associating spatial aptitude with educational performance in the fields of science, technology, engineering, and mathematics. The research field at large and the anatomy education literature on this topic are mixed. In an attempt to generate consensus, a meta-analysis was performed to objectively summarize the effects of spatial ability on anatomy assessment performance across multiple studies and populations. Relevant studies published within the past 50 years (1969–2019) were retrieved from eight databases. Study eligibility screening was followed by a full-text review and data extraction. Use of the Mental Rotations Test (MRT) was required for study inclusion. Out of 2,450 screened records, 15 studies were meta-analyzed. Seventy-three percent of studies (11 of 15) were from the United States and Canada, and the majority (9 of 15) studied professional students. Across 15 studies and 1,245 participants, spatial ability was weakly associated with anatomy performance (r_pooled = 0.240; CI at 95% = 0.09, 0.38; P = 0.002). Performance on spatial and relationship-based assessments (i.e., practical assessments and drawing tasks) was correlated with spatial ability, while performance on assessments utilizing non-spatial multiple-choice items was not correlated with spatial ability. A significant sex difference was also observed, wherein males outperformed females on spatial ability tasks. Given the role of spatial reasoning in learning anatomy, educators are encouraged to consider curriculum delivery modifications and a comprehensive assessment strategy so as not to disadvantage individuals with low spatial ability.     

Intercultural Friendships,Social Identities and Psychological Well-Being of Ethnic Minorities in Different Contexts

ABSTRACT

The study focuses on the relationship between intercultural friendships, social identities, and well-being of ethnic Russians in three different contexts of the North and South Caucasus. We revealed the positive relations of intercultural friendships with the host society identity in all contexts and with the well-being of Russict ans in the culturally diverse contexts. Ethnic identity is positively related to the self-esteem of Russians in two more inclusive contexts, and, negatively associated with their life satisfaction in the least inclusive context. The ethnic and host society identities mediated the relationship between intercultural friendships and psychological well-being only in the most inclusive context.     

Conceptions of wayfinding: decolonizing science education in pursuit of Native American success

Cultural Studies of Science Education - The purpose of this forum paper is to address how conceptions of “success” in STEM education are culturally informed, and how supporting students...     

Rethinking the relationship between pedagogy,technology and learning in health and physical education

This paper seeks to address two key questions: (1) how could a pedagogically driven approach to the use of DigiTech in health and physical education (HPE) benefit young people’s learning and (2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard, Lupton and Williamson about the role of technology in HPE. In this paper, we argue that while we need to be aware of the risks, we also need to explore the opportunities for digital technologies (DigiTech) to shape HPE in new and positive ways. Specifically, we argue that a focus on pedagogy is largely missing from earlier discussions. In mapping the evidence-base on DigiTech against a three-dimensional categorisation of pedagogy – in the form of learners and learning, teachers and teaching, and knowledge and context [Armour, K. M. (Ed.). (2011). Sport pedagogy: An introduction for coaching and teaching sport. Harlow: Prentice Hall] – we are able to demonstrate the value of a pedagogically informed debate on this topic. The paper concludes by arguing for a ‘profession-wide’ debate to co-construct, trial and evaluate new ways in which we should – and should not – use DigiTech to optimise young people’s learning in HPE.     

Quasi-static mechanical behaviour of soils used for natural turf sports surfaces and stud force prediction

The quasi-static testing of soils used in natural turf pitches yields key parameters in soil modelling, including elastic moduli, Poisson’s ratio and Mohr–Coulomb parameters for shearing resistance and cohesion in soil. The bulk strength of a Sand soil used in the construction of elite sports surfaces was found to increase initially and then decrease with increasing water content due to apparent cohesion effects. For a Clay Loam soil, more common in recreational facilities, shear strength decreased with water content. Reducing density resulted in a reduction of shear strength and elastic moduli in both soils due to reduced packing of particles reducing particle–particle contact surface area. The effect of roots on the shear strength of a Sand soil was not significant but reduced elastic moduli significantly. Horizontal forces measured during running and turning in a biomechanics laboratory were in good agreement with forces predicted using a simple quasi-static soil model for coarse-grained (Sand) soils although this was not the case with the Clay Loam soil.     

Correlates of College Retention and GPA: Learning and Study Strategies,Testwiseness, Attitudes,and ACT

This study assessed unique contributions of learning, study, and test-taking strategies; students' attitudes about college; and ACT scores, and linked them to college GPA and to retention. Although several variables contributed significantly to GPA, only GPA made a significant unique contribution to attrition and retention. This suggests that learning and study strategies and students' college attitudes affect attrition indirectly through GPA.