Institutional Research Productivity in Science Education for the 1990s: Top 30 Rankings

The purpose of this study was to identify the major science education programs in the United States, where the science education researchers published their research. This research is the first study of the scholarly productivity of science education programs at domestic institutions of higher education. Each issue of the eight research journals (Journal of Research in Science Teaching, Science Education, International Journal of Science Education, Journal of Science Teacher Education, School Science and Mathematics, Journal of Computers in Math and Science Teaching, Journal of Science Education and Technology, and Journal of Elementary Science Education) published in the 1990s provided the author(s) and their institutional affiliation. The resultant ranking of raw and weighted counts for the top 30 science educations programs shows variation in journals where research was published. Overall, regardless whether the total number of publications (raw) or weighted rating there was 90% agreement among top 10 and 70% agreement among the bottom 10. Potential explanations for variations and uses for rankings are discussed.     

Ways to Support Beginning Science Teachers

Journal of Science Teacher Education -     

Effect of order of exercise on performance during a complex training session in rugby players

In this study, we examined the acute effects of manipulating exercise order when combining countermovement jumps and loaded parallel squats in a complex training session, and the acute effects of countermovement jumps and loaded parallel squats on sprinting performance. Eight rugby players participated in five trials, including two that involved performing loaded parallel squats followed by countermovement jumps or vice versa in a randomized cross-over design. Peak rate of force development and peak force were measured during countermovement jumps and loaded parallel squats. Peak power, jump height, and duration of amortization phase were also determined during the countermovement jumps. Peak force during squatting was significantly greater in both cross-over treatments (loaded parallel squats-countermovement jumps and countermovement jumps-loaded parallel squats) compared with the control (P 相似文献   

Effect of ice hockey stick stiffness on performance

Hockey sticks have undergone a dramatic transformation from wood to aluminum to composite in just over the past 20 years. With the introduction of different materials, there has been increasing interest in how the material properties affect shot speed. This study examined the effects of stick stiffness from measured swing motion on puck speed. Stick evaluation involved a six amateur player study, quasi-static stiffness measurement, video motion analysis, and numerical simulation. The effect of stiffness on puck speed was observed to depend on shot type. For shots involving large stick loading, as occurs with a slap shot, puck speed decreased as stick stiffness increased. The trend was consistent with a constant force player model. For shots involving low stick loading, as occurs with a wrist shot, puck speed increased as stick stiffness increased. The trend was consistent with a constant displacement player model. Finite element simulation of the slap shot agreed generally with the results of the player study and was used to find an optimal loading distance (distance that the stick contacts the ice prior to the puck) to be 24 cm.     

Do Elementary Science Methods Textbooks Facilitate the Understanding of Magnet Concepts?

The study of magnets is a common physical science topic for elementary students. This study examined elementary science methods textbooks to determine how magnet concepts were presented. Each methods textbook's section relating to magnets was read. Particular attention was paid to the organization, sequence of concepts, potential misconceptions, and types of investigations included. A previously validated magnet concept list was used. A detailed analysis of 11 elementary science methods textbooks found great variation in the magnet concepts presented, general omission of ceramic magnets, frequent misconceptions about poles, and limited investigations that address both attraction and repulsion.     

Neural Correlates of Direct and Reflected Self-Appraisals in Adolescents and Adults: When Social Perspective-Taking Informs Self-Perception

Classic theories of self-development suggest people define themselves in part through internalized perceptions of other people's beliefs about them, known as reflected self-appraisals. This study uses functional magnetic resonance imaging to compare the neural correlates of direct and reflected self-appraisals in adolescence ( N  = 12, ages 11–14 years) and adulthood ( N  = 12, ages 23–30 years). During direct self-reflection, adolescents demonstrated greater activity than adults in networks relevant to self-perception (medial prefrontal and parietal cortices) and social-cognition (dorsomedial prefrontal cortex, temporal–parietal junction, and posterior superior temporal sulcus), suggesting adolescent self-construals may rely more heavily on others' perspectives about the self. Activity in the medial fronto-parietal network was also enhanced when adolescents took the perspective of someone more relevant to a given domain.     

Neural Correlates of Belief- and Desire-Reasoning

Theory of mind requires an understanding of both desires and beliefs. Moreover, children understand desires before beliefs. Little is known about the mechanisms underlying this developmental lag. Additionally, previous neuroimaging and neurophysiological studies have neglected the direct comparison of these developmentally critical mental-state concepts. Event-related brain potentials were recorded as participants ( N  =   24; mean age   =   22 years) reasoned about diverse-desires, diverse-beliefs, and parallel physical situations. A mid-frontal late slow wave (LSW) was associated with desire and belief judgments. A right-posterior LSW was only associated with belief judgments. These findings demonstrate neural overlap and critical differences in reasoning explicitly about desires and beliefs, and they suggest children recruit additional neural processes for belief judgments beyond a common, more general, mentalizing neural system.     

A Cross-Sectional Study of Engineering Students’ Self-Efficacy by Gender, Ethnicity, Year, and Transfer Status

This is a cross-sectional study of 519 undergraduate engineering majors’ self-efficacy beliefs at a large, research extensive, Midwestern university. Engineering self-efficacy is an individual’s belief in his or her ability to successfully negotiate the academic hurdles of the engineering program. Engineering self-efficacy was obtained from four variables: self-efficacy 1, self-efficacy 2, engineering career outcome expectations, and coping self-efficacy. The four variables were analyzed using a repeated analysis of variance among levels of gender, ethnicity, years students had been enrolled in their engineering program, and transfer status. No significant differences in mean engineering self-efficacy scores were found by gender, ethnicity, and transfer status. However, significant interactions between gender and the subscales, ethnicity and the subscales, and transfer status and the subscales were found. Significant differences in mean engineering self-efficacy scores were found among years students had been enrolled in the program.