The influence of pacing strategy on marathon world records

The aim of this study was to analyse the influence of the pacing strategy adopted by elite marathon runners when setting every marathon world record in the last 50 years. We divided former marathon record holders into two groups: classic athletes (record holders between 1967 and 1988) and contemporaneous athletes (record holders between 1988 and 2018). The total distance of the marathon was divided into 8 sections of 5?km and 1 last section of 2.195?km, and the relative average speed of each section was calculated individually. On average athletes were slightly faster in the first half-marathon than in the second one, where they slowed down progressively (ES?=?0.28, small effect). However, when comparing classic vs. contemporaneous athletes, we observed that classic athletes started significantly faster (p?相似文献   

Conceptual Profile of Substance

Science & Education - Teachers face challenges when building the concept of substance with students because tensions of meanings emerge from students’ daily life and canonical ideas...     

Influence of subject matter setting on comprehension monitoring

Research on the influence of subject matter setting on comprehension monitoring by secondary school students is reported in this article. Subjects were led to believe that they were reading passages from a science textbook in a science class or, alternatively, from a newspaper in a language class. Comprehension monitoring was expected to diminish in a situation in which information was acquired from a scientific source, in a science class, when compared to a situation in which information was acquired from a less authoritative source, like a newspaper, in a language class. Comprehension monitoring was measured by analyzing subjects' responses to a questionnaire and their written recall of several contradictory texts. Contrary to what was expected, evaluation and regulation of comprehension increased in the science setting. It was concluded that comprehension monitoring is dependent on subject matter setting, and that science education has a beneficial effect on this variable.     

Between the prescribed and the lived in physical education lessons

This study examines physical education (PE) curriculum development in an elementary school. Our goal was to understand the daily construction of a curriculum. We sought to analyse the theoretical and methodological framework and documents that a PE teacher uses each day while putting a curriculum into practice (lived curriculum). The data collection instruments included participant observation, interviews and document analysis. The analytical process revealed the influence of internal and external factors that affect both the authorship and the autonomy of a teacher working on the daily construction of a lived PE curriculum and that create tensions, struggles and conflicts.     

European Higher Education Society

In his paper, the author – anacademic and former Minister of Education forPortugal – traces the origins of the BolognaDeclaration of 1999 and its follow-up studiesleading to the Prague Conference of HigherEducation Ministers in May 2001. He summarisesthe outcomes of the Prague Conference, anddraws conclusions on the crucial role of the`Bologna process' in advancing European HigherEducation.     

Science teaching in science education

Reading the interesting article Discerning selective traditions in science education by Per Sund, which is published in this issue of CSSE, allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must constantly develop new methods to teach and differentiate between science education and teaching science in response to the changing needs of our students, and we must analyze what role teachers and teacher educators play in both. We must continually examine the methods and concepts involved in developing pedagogical content knowledge in science teachers. Otherwise, the possibility that these routines, based on subjective traditions, prevent emerging processes of educational innovation. Modern science is an enormous field of knowledge in its own right, which is made more expansive when examined within the context of its place in society. We propose the need to design educative interactions around situations that involve science and society. Science education must provide students with all four dimensions of the cognitive process: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. We can observe in classrooms at all levels of education that students understand the concepts better when they have the opportunity to apply the scientific knowledge in a personally relevant way. When students find value in practical exercises and they are provided opportunities to reinterpret their experiences, greater learning gains are achieved. In this sense, a key aspect of educational innovation is the change in teaching methodology. We need new tools to respond to new problems. A shift in teacher education is needed to realize the rewards of situating science questions in a societal context and opening classroom doors to active methodologies in science education to promote meaningful learning through meaningful teaching.     

The Multi-timescale,Multi-modal and Multi-perspectival Aspects of Classroom Discourse Analysis in Science Education

Research in Science Education -     

The impact of exercise training on the lipid peroxidation metabolomic profile and respiratory infection risk in older adults

Aging is associated with oxidative stress that may increase susceptibility to respiratory infections (RIs). We aimed to assess the impact of exercise training on the risk of RIs in older adults and on a targeted metabolomic profile of stress oxidative lipid peroxidation-related metabolites. Methods: In an 8-month clinical trial, 38 participants over 60 years of age were allocated to an exercise group (EG), in which participants underwent 90-min training sessions three times/week(n?=?20), or a control group (CG), in which participants maintained daily physical activities(n?=?18). Daily respiratory symptoms and RIs number and severity were collected. Serum by-products were assessed by comprehensive two-dimensional gas chromatography coupled to mass spectrometry with time of flight analyzer. Serum metabolomic profiling comprised 76 metabolites (alcohols, aldehydes, alkanes, and ketones). Principal components analysis and ANOVA-simultaneous component analysis were used to evaluate the metabolomic profile change. Results: The odds ratio of RIs for the EG was 2.0 CI 95% [0.2;25]. The incidence of RIs was 47% [23;70] in the EG vs. 44%[12;77] in the CG. The metabolomic profiling showed that alkanes and aldehydes classes differed between the EG and the CG before and after intervention. A calibration model showed a relation between the metabolites from four main classes (ketones, alcohols, alkanes and aldehydes) and the prediction of the number of RIs. Conclusion: Moderate exercise training, in older adults, compared with no exercise in controls, did not show a difference in the risk of RIs. A pattern of lipid peroxidation was associated with the number of RIs.