Beginning science teacher cognition and its origins in the preservice secondary science teacher program

The objectives of this study were to (a) identify the major tenets of a preservice secondary science education program as expressed by science education faculty, (b) identify knowledge structures that beginning secondary science teachers have constructed about the teaching and learning of science, and (c) identify the correlatives that exist between the first two objectives. The study was grounded in the postulates of teacher cognition in that teachers construct their own schema from their experiences in order to comprehend, plan for, and respond to the dynamics of their classroom. This qualitative study consisted of interviews and observations of beginning science teachers, interviews with science education faculty, and an analysis of the course syllabi of that faculty. Methods of single and cross-case analytic induction were combined to analyze the data. Based on the data, it may be concluded that aspects of the program, such as student-centered learning, cooperative learning, general pedagogical knowledge, and pedagogical content knowledge, were adopted into the schema of the beginning teachers; the degree of adoption appeared to be linked to the individual's most significant learning experiences and the constraints of the school situation. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 633–653, 1997.     

A longitudinal comparison of WISC-III and WISC-R scores of special education students

This study investigated the performance of 166 special education students who had been administered the WISC-R and approximately 3 years later the WISC-III. The sample ranged in age from 6.0 to 16.6 years. The scores were analyzed using Pearson product moment correlation coefficients and t tests of the differences between means for related samples. The results indicated that there was a significant, positive correlation among global scales (p < .001). This finding suggests that the WISC-R and the WISC-III IQ scores measure similar abilities. Analysis of mean IQ score differences revealed significant differences in the WISC-R and the WISC-III IQ scores, with the WISC-III global scores being lower. Implications for the evaluation of students for special education are discussed, with special emphasis on the role and function of the psychologist practicing in the schools. © 1996 John Wiley & Sons, Inc.     

Identifying patterns and relationships among the responses of seventh-grade students to the science process skill of designing experiments

The development of reasoning skills, higher-level thinking skills, and science process skills are some of the benefits students can realize by participating in inquiry in the science laboratory. We used student responses to the Alternative Assessment of Science Process Skills (AASPS) developed by the Missouri Department of Education and the Department of Educational Assessment to develop the Science Process Skills Inventory (SPSI). The SPSI was then used to analyze student efforts at writing experimental designs. Our goal was to gain insight into factors that may be related to students successfully designing experiments. The instrument guides teachers and researchers in assessing seven main components of experimental designs. Each component consists of elements unique to the specific laboratory exercise. Subsequent to its development, the instrument was used to score 364 student responses to the “design an experiment” portion of an alternative assessment instrument for science process skills. Results indicate that explicit, incremental development of the science process skills of formulating hypotheses and identifying variables, together with model examples, may be a means to facilitate student success in designing science experiments. Implications for the classroom and for research are discussed. © 1996 John Wiley & Sons, Inc.     

The stroke has only a minor influence on direction consistency in golf putting among elite players

In the golf instructional literature, the putting stroke is typically given higher priority than green reading and aiming. The main purpose of this study was to assess the importance of the putting stroke for direction consistency in golf putting. Kinematic stroke parameters were recorded from 71 elite golf players (mean handicap = 1.8, s = 4.2) on 1301 putts from about 4 m. Of the different factors deciding stroke direction consistency, face angle was found to be the most important (80%), followed by putter path (17%) and impact point (3%). This suggests that improvements in consistency of putter path and impact point will have very little effect on overall putting direction consistency and should not be prioritized in the training of elite players. In addition, mean stroke direction variability for an elite player (European Tour) was found to be 0.39 degrees, which is good enough to hole about 95% of all 4-m putts. In practice, however, top professionals in tournaments only hole about 17% of 4-m putts. We conclude that the putting stroke of elite golfers has a relatively minor influence on direction consistency.     

Post-exercise ingestion of a unique, high molecular weight glucose polymer solution improves performance during a subsequent bout of cycling exercise

The aim of the present study was to determine the effect of post-exercise ingestion of a unique, high molecular weight glucose polymer solution, known to augment gastric emptying and post-exercise muscle glycogen re-synthesis, on performance during a subsequent bout of intense exercise. On three randomized visits, eight healthy men cycled to exhaustion at 73.0% (s = 1.3) maximal oxygen uptake (90 min, s = 15). Immediately after this, participants consumed a one-litre solution containing sugar-free flavoured water (control), 100 g of a low molecular weight glucose polymer or 100 g of a very high molecular weight glucose polymer, and rested on a bed for 2 h. After recovery, a 15-min time-trial was performed on a cycle ergometer, during which work output was determined. Post-exercise ingestion of the very high molecular weight glucose polymer solution resulted in faster and greater increases in blood glucose (P < 0.001) and serum insulin (P < 0.01) concentrations than the low molecular weight glucose polymer solution, and greater work output during the 15-min time-trial (164.1 kJ, s = 21.1) than both the sugar-free flavoured water (137.5 kJ, s = 24.2; P < 0.05) and the low molecular weight glucose polymer (149.4 kJ, s = 21.8; P < 0.05) solutions. These findings could be of practical importance for athletes wishing to optimize performance by facilitating rapid re-synthesis of the muscle glycogen store during recovery following prolonged sub-maximal exercise.     

Teaching peer-tutoring behaviors in first- and third-grade classrooms

Peer tutoring programs represent an innovative approach for optimally utilizing resources existing within classrooms. While most tutoring programs have been aimed at helping tutees or tutors with academic difficulties, the present study involved all children in two classrooms in a peer tutoring project. A multiple baseline design indicated that prompting was effective in establishing tutoring behaviors among the children. By program end, all children were using corrective feedback, re-presenting questions, and employing contingent praise. Positive findings also were shown in academic, behavioral, and consumer satisfaction indices. In addition, 50% of children reported using peer-tutoring skills outside of the formal program.     

Cervical range of motion and proprioception in rugby players versus non-rugby players

In this study, we examined the effects of number of years of playing rugby on neck function. Active cervical spine range of motion and proprioception were assessed in 14 non-rugby-playing but trained sportsmen (mean age 28 years, s = 7) and 46 rugby players (26 rugby forwards: mean age 26 years, s = 5; mean years played 14 years; 20 backs: mean age 24 years, s = 5; mean years played 14 years). Active cervical range of motion in flexion, extension, left and right lateral flexion, plus left and right rotation were measured using a cervical range of motion device. The ability to reposition the head in a central position with eyes closed was taken as a measure of proprioception. Results show that rugby forwards generally had the least active cervical range of motion, particularly neck extension (forwards, 43 degrees ; backs, 55 degrees ; controls, 58 degrees ), with the decrement correlating with the number of years played. In addition, repositioning was significantly worse in rugby players after neck extension than non-rugby players (6 degrees vs. 3 degrees ). The active cervical range of motion of rugby forwards is similar to that of whiplash patients, suggesting that participation in rugby can have an effect on neck range of motion that is equivalent to chronic disability. Reduced active cervical range of motion could also increase the likelihood of injury and exacerbate age-related neck problems.     

Sampling period determination for heart rate logging under an exercise regimen

Using a mathematical procedure, we determine appropriate sampling rates for logging heart rate, at a variety of exercise intensities. The mathematical procedure involves correlating exercise and heart rate data to determine a dynamical mathematical model, from which the frequency response of the relationship between exercise intensity and heart rate can be determined. The sampling rate is then straightforwardly deduced by making appropriate measurements on the frequency response curve. We show how careful consideration needs to be given to the choice of dynamical model structure and the work regimen, so that consistent and convincing conclusions can be drawn. We demonstrate that the dynamics of the work-rate/heart-rate system are dependent on the nominal work/heart rate, but a 5-s sampling period, as used in many commercial heart rate monitors, appears to be adequate, especially when some averaging is performed before logging.