Identification of dysfunctional cooperative learning teams and troubled individuals

In cooperative learning, students work together as a team to maximize the academic success of all the team members. The failure of even a single member can compromise the success of the entire team. Thus, to evaluate the functioning of the team reliably, it is necessary to consider both the performance of the individual team members and the interactions among them. In this study, a method was developed for identifying dysfunctional teams and troubled individuals by examining the correlation between the team scores obtained in sequential tests and the correlation between the scores obtained by the different team members. The effectiveness of the proposed method was evaluated via field experiments. Forty‐eight students were randomly assigned to cooperative learning teams and their learning performance assessed by four‐unit tests. The results indicated that the proposed method can identify the most troubled individuals in a team even when the team performance/grouping information is not taken explicitly into account. Furthermore, when the team information is considered, the method can identify both the dysfunctional teams and the troubled individuals within the teams. Therefore, the proposed method provides a useful basis for the development of computer‐assisted solutions for assessing the performance of cooperative learning teams.     

Vertical stream curricula integration of problem-based learning using an autonomous vacuum robot in a mechatronics course

Difficulties in teaching a multi-disciplinary subject such as the mechatronics system design module in Departments of Mechatronics Engineering at Temasek Polytechnic arise from the gap in experience and skill among staff and students who have different backgrounds in mechanical, computer and electrical engineering within the Mechatronics Department. The departments piloted a new vertical stream curricula model (VSCAM) to enhance student learning in mechatronics system design through integration of educational activities from the first to the second year of the course. In this case study, a problem-based learning (PBL) method on an autonomous vacuum robot in the mechatronics systems design module was proposed to allow the students to have hands-on experience in the mechatronics system design. The proposed works included in PBL consist of seminar sessions, weekly works and project presentation to provide holistic assessment on teamwork and individual contributions. At the end of VSCAM, an integrative evaluation was conducted using confidence logs, attitude surveys and questionnaires. It was found that the activities were quite appreciated by the participating staff and students. Hence, PBL has served as an effective pedagogical framework for teaching multidisciplinary subjects in mechatronics engineering education if adequate guidance and support are given to staff and students.     

Roles of position, stress, and proficiency in L2 children’s spelling: A developmental perspective

This study investigated the roles of phoneme position, stress, and proficiency in L2 spelling development by Taiwanese students learning English as a Foreign Language (EFL), an alphabetic writing system typologically different from the learners’ L1 logographic system. Structured nonword spelling tests were administered to EFL sixth-graders with lower and higher English proficiency level. The results showed that overall, final phonemes were spelled more poorly than their initial and medial counterparts; however, phoneme position effect decreased as learners’ English proficiency improved. Secondly, spelling of the stressed syllable was significantly better than that of the unstressed syllable. However, when phonemes were held constant, stress effect was significant only in the first, but not in the second syllable. Thirdly, higher proficient EFL children spelled significantly better than their lower proficient counterparts, and spelling errors were more systematic in the former. The findings of the study are discussed from linguistic, psychological, and developmental perspectives.     

Students' questions and discursive interaction: Their impact on argumentation during collaborative group discussions in science

This study investigated the potential of students' written and oral questions both as an epistemic probe and heuristic for initiating collaborative argumentation in science. Four classes of students, aged 12–14 years from two countries, were asked to discuss which of two graphs best represented the change in temperature as ice was heated to steam. The discussion was initiated by asking questions about the phenomenon. Working in groups (with members who had differing viewpoints) and guided by a set of question prompts, an argument sheet, and an argument diagram, students discussed contrasting arguments. One group of students from each class was audiotaped. The number of questions written, the concepts addressed, and the quality of written arguments were then scored. A positive correlation between these factors was found. Discourse analysis showed that the initial focus on questions prompted students to articulate their puzzlement; make explicit their claims and (mis)conceptions; identify and relate relevant key concepts; construct explanations; and consider alternative propositions when their ideas were challenged. Productive argumentation was characterized by students' questions which focused on key ideas of inquiry, a variety of scientific concepts, and which made explicit reference to the structural components of an argument. These findings suggest that supporting students in productive discourse is aided by scaffolding student questioning, teaching the criteria for a good argument, and providing a structure that helps them to organize and verbalize their arguments. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:883–908, 2010     

Lumbar spinal loads and muscle activity during a golf swing

This study estimated the lumbar spinal loads at the L4-L5 level and evaluated electromyographic (EMG) activity of right and left rectus abdominis, external and internal obliques, erector spinae, and latissimus dorsi muscles during a golf swing. Four super VHS camcorders and two force plates were used to obtain three-dimensional (3D) kinematics and kinetics of golf swings performed by five male collegiate golfers. Average EMG levels for different phases of golf swing were determined. An EMG-assisted optimization model was applied to compute the contact forces acting on the L4-L5. The results revealed a mean peak compressive load of over six times the body weight (BW) during the downswing and mean peak anterior and medial shear loads approaching 1.6 and 0.6 BW during the follow-through phases. The peak compressive load estimated in this study was high, but less than the corresponding value (over 8 BW) reported by a previous study. Average EMG levels of different muscles were the highest in the acceleration and follow-through phases, suggesting a likely link between co-contractions of paraspinal muscles and lumbar spinal loads.     

Ground reaction forces and kinematics of plant leg position during instep kicking in male and female collegiate soccer players

The players' ability to achieve the greatest distance in kicking is determined by their efficiency in transferring kinetic energy from the body to the ball. The purpose of this study was to compare the kinetics and kinematics of the plant leg position between male and female collegiate soccer players during instep kicking. Twenty-three soccer players (11 males and 12 females) were filmed in both the sagittal and posterior views while performing a maximal instep kick. Plant leg kinetic data were also collected using an AMTI 1000 force platform. There were no significant differences between the sexes in plant leg position, but females had significantly greater trunk lean, plant leg angle, and medial-lateral ground reaction force than the males. Males showed higher vertical ground reaction forces at ball contact, but there were no significant differences in ball speed at take-off between the sexes. Ball speed at take-off was inversely related to peak anterior-posterior ground reaction force (-0.65). The anatomical differences between the sexes were reflected in greater trunk lean and lower leg angle in the females.     

中外交流史的文物見證吴哥窟壁畫中的宋朝軍隊

一 前言 柬埔寨吴哥窟,這個位於柬埔寨暹粒市的聯合國世界文物古迹,自公元1432年真臘(Cambodge)王朝遷都金邊後,就逐漸被埋没在熱帶森林中.一直到1850年,法國探險家波耶服(C.E.Bouillevoux)發現并開始發掘,吴哥窟這才重見天日①,成為了世界級的觀光名勝之一.