Experience and Reflection: Preservice Science Teachers’ Capacity for Teaching Inquiry

In this article, we investigate the relationship between preservice teachers’ inquiry experience and their capacity to reflect on the challenges involved in implementing inquiry into classrooms. For data, we draw on the personal narratives of preservice science teachers enrolled in science instruction courses. Preservice teachers with extensive inquiry experiences perceive implementation challenges principally in terms of teaching and student learning. This contrasts with the perceptions of preservice teachers with limited inquiry experience for whom the main concerns relate to the negative perceptions of others, time, the curriculum, and materials. By identifying these perceptions, it may be possible to develop courses that assist limited and moderate-experience preservice teachers’ move toward the perceptions of their more inquiry experienced colleagues.     

Effects of dynamic resistance training on fascicle length and isometric strength

The aims of this study were to assess changes in muscle architecture, isometric and dynamic strength of the leg extensor muscles, resulting from dynamic resistance training, and the relationships between strength and muscle architecture variables. The participants (n = 30) were randomly assigned to one of two groups. The training group (n = 16; age 21.8 +/- 2.3 years, body mass 74.8 +/- 9.2 kg, height 1.75 +/- 0.08 m) performed dynamic resistance training for 13 weeks. The control group (n = 14; age 19.9 +/- 1.5 years, body mass 74.0 +/- 8.5 kg, height 1.76 +/- 0.05 m) did not perform any resistance training. Maximal dynamic and isometric strength were tested in both groups, before and after the training period. The members of the training group used the free-weight squat lift (90 degrees ) as their training exercise. The concentric phase of the squat was performed explosively. Skeletal muscle architecture of the vastus lateralis was visualized using ultrasonography. At the end of the study, significant increases in vastus lateralis muscle thickness (+6.9%, P < 0.001), fascicle length (+10.3%, P < 0.05), one-repetition maximum (+8.2%, P < 0.05), rate of force development (+23.8%, P < 0.05) and average force produced in the first 500 ms (+11.7%, P < 0.05) were seen only in the training group. Adaptations to the muscle architecture in the training group limited the loss of fibre force, and improved the capacity for developing higher velocities of contraction. The architectural changes in the training group were similar to those seen in studies where high-speed training was performed. In conclusion, dynamic resistance training with light loads leads to increases in muscle thickness and fascicle length, which might be related to a more efficient transmission of fibre force to the tendon.     

Surprise,Hurt, and Anger as Emotional Responses to Expectancy Violations Following Feedback Messages

ABSTRACT

Using expectancy violations theory, this study examined how the communication of unexpected feedback messages evoke emotional responses. A convenience sample (N = 309) reported instances of unexpected feedback within the last month. Results showed that receipt of the feedback message types were considered moderate-to-high violations. Violation expectedness and valence were negatively associated with the emotional responses, but violation importance was positively associated with the emotional responses. Finally, hurt and anger (but not surprise) were positively linked to perceptions of relational damage between the message sender and receiver. Taken together, our study demonstrates that expectancy violations are connected to emotions and relational outcomes.     

Influence of kick frequency on metabolic efficiency and performance at a severe intensity in international monofin-swimmers

The aim of this study was to examine the effect of kick frequency on metabolic efficiency and performance in elite monofin-swimmers at the surface. Seven participants of international calibre were requested to perform three separate time limit exercises conducted at an intensity corresponding to 97.5% of the velocity at the maximal oxygen uptake. The first Time Limit exercise was systematically conducted at a freely chosen kick frequency (FCK(F)) and the other Time Limit exercises were performed in random order at FCK(F)-10% and FCK(F) + 10%. The slow component of oxygen uptake (VO2sc) was identified independently of the Time Limit exercise (ranging from 180 to 243 ml · min(-1), P < 0.05). No significant change in energy cost of aquatic locomotion (ranging from 565 to (596 J · m(-1)) and [VO2sc) responses was observed between the three Time Limit exercises. An increase or decrease of 10% of the FCK(F) was associated with a significant reduction in Time Limit of -47.3% and -49.1%, respectively (P < 0.05). The analysis of the Time Limit exercise indicates that the selection of kick frequency other than FCK(F) is detrimental to overall monofin-swimming performance. Furthermore, the study results showed that the indicators of metabolic efficiency such as energy cost or [VO2sc) do not determine the performance response in elite monofin-swimmers at a severe intensity.     

Impact of hockey skate design on ankle motion and force production

Dynamic forces and range of motion (ROM) were measured during on-ice skating using a standard hockey skate and a modified skate (MS) with an altered tendon guard and eyelet configuration. The objective of this study was to determine if these modifications resulted in biomechanical and performance changes during on-ice skating skills. The right skate of each type was instrumented with a calibrated strain gauge force transducer system to measure medial?Clateral and vertical forces during ice skating. In addition, a goniometer was placed about the ankle and rear foot to measure ROM during skating. Ten subjects executed three skills: forward skating, crossovers inside foot and crossovers outside foot. The MS demonstrated significant gains of 5°?C9° in dorsi-plantarflexion ROM (p?<?0.05). Total peak force occurred later during plantarflexion, suggesting a more prolonged and effective force generation with the MS during a given skating stride. A 14?C20?% increase (p?>?0.05) in mean work and power output was noted with the MS, although no improved times were observed during the skating skills. Potentially, some players may need a period of familiarization to take advantage of the design alterations of the MS.     

Mapping the impact of climate change on biomass accumulation on stone

Several climate parameters affect the growth of organisms and, hence, their capacity to accumulate biomass. In the present research, we analyse the influence of two parameters, temperature and precipitation, on biomass accumulation on stone substrate, and propose a function to estimate it in temperate areas. The expression is subsequently used for the first time to evaluate the impact that climate change would have in biomass accumulation in Europe. The models on climate change predict an increase in temperature and precipitation in northern areas of Europe for the far future (2070–2099), which would lead to a higher accumulation of biomass. Otherwise, a significant reduction in precipitation is expected in southern areas of Europe, associated with a lower biomass accumulation in such areas.     

The role of universities in making industrial districts more dynamic. A case study in Spain

Through this research we aim to contribute to the debate on the role of universities in industrial districts in the context of the new competitive panorama that they are facing. With this objective in mind, we have carried out a study based on a university located within a Spanish textile district, using Social Network Analysis techniques. Of particular relevance are the relationships between companies, of which there is a dense concentration, and the university, which has an important role as mediator within the network.     

Negotiating the constraints of schools: environmental education practices within a school district

The purpose of this study was to explore environmental education (EE) practices within elementary and secondary schools. Using complementary mixed-methods (survey and focus groups), we detail these practices in schools (n?=?58) within one school district. Our findings are categorized according to classroom teaching conditions affecting EE, and whole-school perspectives of the supports and resources for EE in these schools. Our analyses reveal that while typical normative teaching and cultural constraints of schools are still evident (e.g. curriculum standards, school-level organization), there are identifiable practices involving administrators and teachers negotiating these challenges due to their personal commitment to schools and the environment. In particular was a provincial environmental certification program called Ecoschools supporting environmental educators’ initiatives at their respective schools. We conclude with a discussion of recommendations based on an interpretation of our findings in relation to the school reform literature on how to enhance EE in schools and propose future research opportunities.     

ACADEMIC STANDARDS IN THE CALIFORNIA COMMUNITY COLLEGES: A STUDY OF FACULTY PERCEPTIONS

This study assessed the opinions of faculty concerning academic standards in the classroom. It compared the responses of faculty with experience in the academic senates in 23 community colleges with faculty who had no senate experience. Differences of opinion also were examined based on the demographic variables of gender, age, ethnicity, level of education, years of teaching experience, and subject area taught. While faculty generally agreed with the importance of academic standards and with important considerations for establishing academic standards in the classroom, there were significant differences based on senate membership, gender, ethnicity, age, and subject area taught. Gender and ethnicity displayed the greatest number of differences. Campus‐wide discussions of academic standards, regional subject matter articulation conferences with nearby universities, and explicitly stated goals and objectives in all course syllabi were implications for practice emanating from this study.