Engaging students in learning: findings from a study of project-led education

This paper reports on findings from a three-year study of project-based learning implemented in the first year of the Industrial Engineering and Management programme, at the University of Minho, Portugal. This particular model was inspired on project-led education (PLE), following Powell and Weenk's [2003. Project-Led Engineering Education. Utrecht: Lemma] work. It aims to analyse students’ perceptions of PLE as a learning device and its implications for faculty and students’ role in teaching and learning. Data collection took place in two phases through individual surveys and focus groups to students. Findings suggest the importance of PLE as a device to enhance meaningful learning and provide evidence from students that it helps to increase their engagement in learning. Implications of PLE for faculty and students role in teaching and learning will be discussed in the paper.     

Multilingual language use and television exposure and preferences: The case of Belize 1

This paper discusses the relationship between the language use patterns of multilinguals and their media preferences and exposure. Specifically, it examines the language behavior of multilinguals in Belize where television is available in both English and Spanish. A survey of Belizean high school students conducted in both languages, asked about their sociolinguistic patterns and media preferences and exposure. The results indicate that the frequency of a particular language's use correlates with preferences for and exposure to television in that language. This relationship is more pronounced when specific cultural programming is considered.     

Near-infrared spectroscopy-derived total haemoglobin as an indicator of changes in muscle blood flow during exercise-induced hyperaemia

ABSTRACT

Blood flow changes in response to exercise have been attributed, among other factors, to the effect of vasodilators factors on the microvasculature, suggesting a close relationship between small blood vessels and conducting arteries. The main purpose of this study was to determine the relationship between the changes in near infrared spectroscopy (NIRS)-derived total haemoglobin ([tHb]) and muscle oxygen saturation (SmO₂) signals and femoral artery blood flow in response to resistance exercise at fast- and slow-velocity muscle contraction. The study randomised crossover design included twelve participants. NIRS and blood flow measurements were continuously monitored before, during, and 5 min after the exercise protocol. There was a significant correlation between [tHb] reperfusion slope ([tHb]_slope) and peak blood flow (BF_peak) after slow- and fast-velocity muscle contraction (r = 0.83, p = 0.0008 and r = 0.72, p = 0.0080, respectively). No significant correlation existed between the SmO₂ reperfusion slope (SmO_{2_slope}) and BF_peak after both slow- and fast-velocity muscle contraction exercise (r = ?0.46, p = 0.1253 and r = 0.33, p = 0.2841, respectively). This study demonstrated a strong relationship between the NIRS-derived [tHb] and Doppler ultrasound BF during the recovery period of dynamic resistance exercise at both slow- and fast-velocity contraction.     

The Use of Representations and Argumentative and Explanatory Situations

This paper discusses the use of non-verbal representations in a modelling-based science teaching context, in which argumentative and explanatory situations occur. More specifically, we analyse how the students and teacher use representations in their discourse in modelling activities, and we discuss the relationships between the functions of these representations and the demands of the explanatory and argumentative situations that exist in that classroom. The data were collected by video recording all the classes in which a teaching sequence about intermolecular interactions was used—a topic which the students had not previously studied. In the activities, the students had to create, express, test, and discuss models in order to understand the difference between intermolecular and interatomic interactions, as well as their influences on the properties of substances. Initially, we selected excerpts of the recorded classes in which a non-verbal representation was used. Then, we used criteria to identify the argumentative and explanatory situations (previously defined), and we created categories for the functions of the representations that were used in order to analyse all the identified situations. The analysis supports conclusions indicating the relevance of the use of non-verbal representations in the construction, use, and defence of explanations. As the defence of explanations was the main context in which argumentative situations occurred in this study, our conclusions also indicate the contribution that representations make towards changing the status of the students' explanations.     

The Educational Challenge of Unraveling the Fantasies of Ontological Security

In this article we address the current context of intensified racialized state securitization by tracing its roots to the naturalized colonial architectures of everyday modern life—which we present through the metaphor of “the house modernity built.” While contemporary crises are often perceived to derive from external threats to the house, we argue that in fact these crises are a product of the violent and unsustainable practices that are required in order to build and sustain the house itself. As the structural integrity of the house increasingly comes under strain, there are different possible responses, three of which we review here. We conclude by asking what kind of education might enable us to imagine and practice alternative formations of existence in a context where the house appears to be crumbling, and, indeed, has always been a fantasy.     

Making citizens of the world: the political socialization of youth in formal mass education systems

Unique cross-national data on adolescents’ civic skills, knowledge, and political attitudes are used to examine the democratic processes of modern mass schooling, effects of national political systems, and patterns of youth political socialization in 27 nations. Compared to the generally weak reported effects on mathematics and reading achievement, we find robust effects of schooling on youths’ civics knowledge, skills, and attitudes. Secondly, there is empirical support for the importance of a supra-national political culture, beyond that of unique national cultures, in the political socialization of youth. Lastly, there is evidence of an emerging common polity among youth across nations. The results extend notions of the institutional influence of mass public schooling on the political socialization of youth.     

Engaging Students in Guided Science Inquiry Discussions: Elementary Teachers’ Oral Strategies

This study explores how elementary teachers perceive and use engaging oral strategies (i.e., manners of speaking that encourage students to participate and become engaged in science discussions). It is reported that the strategies employed as well as their frequency varied substantially depending upon on the teachers’ grade level and perceptions. While a kindergarten teacher viewed such strategies negatively and employed only a few figurative directives, fourth-grade teachers viewed them positively, frequently resorting to a variety of speech figures, parallel repetition and engaging questions. It is argued that teachers’ engaging oral strategies are multifunctional, serving important social and cognitive functions.