Comparing two types of model progression in an inquiry learning environment with modelling facilities

The educational advantages of inquiry learning environments that incorporate modelling facilities are often challenged by students’ poor inquiry skills. This study examined two types of model progression as means to compensate for these skill deficiencies. Model order progression (MOP), the predicted optimal variant, gradually increases the specificity of the relations between variables, whereas model elaboration progression (MEP) gradually expands the number of variables in the task. The study utilized a between-subject design with three conditions: a MOP condition (n = 28), a MEP condition (n = 26), and a control condition without model progression (n = 30). Consistent with expectations, model progression enhanced students’ task performance; a comparison among the two model progression conditions confirmed the predicted superiority of the MOP condition. These results are discussed in relation to the inconsistent findings from prior research. Based on this discussion ways to optimize model order progression are advanced.     

Empowering satisfaction: analyzing the relationship between empowerment,work conditions,and job satisfaction for international center managers

Tertiary Education and Management - The rising cost of higher education has driven researchers and practitioners alike to identify areas of waste and search for practices associated with increasing...     

Teaching teachers to teach ICT integration—T3

Based upon a nation wide campaign called Public Private Partnership—Schools in the Net (PPP-SiN) (Public Private Partnership—Schule im Netz (PPP-SiN), 2000) we were able to initiate an externally financed project of in-service teacher education. The paper describes the realization of this project. Reflections are given on why teachers hesitate to integrate ICT into their teaching. Media competencies are recognized to be key in this context. We reflect upon the following five questions:

1. How do we educate the right thing as well as educate the right way?
2. Which ambient conditions must be met?
3. Which preliminary actions have to be taken and implemented?
4. Which tools, methods and instruments do we need?
5. How do we make sure that the transfer of learned knowledge will take place to find its way into successful teaching?

     

Effects of representation sequences and spatial ability on students’ scientific understandings about the mechanism of breathing

The purpose of this study was to investigate the effects of representation sequences and spatial ability on students’ scientific understandings about the mechanism of breathing in human beings. 130 seventh graders were assigned to two groups with different sequential combinations of static and dynamic representations: SD group (i.e., viewing static representations and then dynamic ones), and DS group (i.e., viewing dynamic representations and then static ones). Among them, 16 students (8 from each group) with different levels of prior knowledge and spatial ability were interviewed. Data sources included a spatial ability test, pre- and post-tests of scientific understandings (involving factual, conceptual, and spatial knowledge), and semi-structured interviews. The statistical results indicated that the SD sequence helped students gain significantly more factual knowledge. The significant interaction effects further suggested that while the representation sequences had no effect on students with low spatial ability, high spatial ability students in the SD group outperformed than their counterparts in DS group on the items of the conceptual and spatial knowledge. Additionally, the analysis of interviews indicated that the representation sequences could affect the foci of students’ explanations and shape their perceptions about the representations. The results suggested interplays among representation sequences, spatial ability, and students’ understandings, and provided insight into the design and arrangement of multiple representations for science learning.     

Using characteristics of serious leisure to classify rock climbers: a latent profile analysis

The growth of the climbing industry enables more people to use this sport to promote a healthy lifestyle. Given this trend, it is important to understand the heterogeneity of rock climbers and differences in their attributes, motivations and behaviors. In this study, the characteristics of serious leisure (SL) were used to classify rock climbers. Four hundred and eighty-six rock climbers recruited in this study were classified into three groups: low commitment (LC; N?=?82), high commitment (HC; N?=?355) and dedicated groups (N?=?49). A high mean on the financial return item distinguished the dedicated group (M?=?7.52) from the other two. Subsequently, the results of multinomial logistic regression, with the dedicated group as the baseline category, showed that with increases in experiences (i.e. days of climbing in the past year and years of climbing) and internalized motivations (i.e. intrinsic, identified and introjected motivations), a climber is less relatively likely of being in the LC group. Further, comparing the HC group with the dedicated group, with increases in experiences and introjected motivation, a climber is less likely of being in the HC group. The results of the classification complemented the results of previous qualitative SL studies regarding diverse participation in leisure commitment. The results with respect to motivation supported that internalization is associated with increases in commitment. Service providers should keep current regarding dynamic climbing culture and help clients fulfill diverse needs of commitment to rock climbing. The findings of this study enhance existing knowledge of recreationists’ development in the pursuit of adventure recreation.     

Collegiate baseball players with more optimal functional movement patterns demonstrate better athletic performance in speed and agility

Sports injuries are common among baseball players and may result in abnormal movement patterns, increased risks of future injury, and unsatisfactory performance. The Functional Movement Screen (FMS?) has been developed to detect abnormal functional movement patterns and can be used for predicting risks of sports injury. However, whether FMS? scores are associated with athletic performance remains unclear. The goal of this study was to determine the association between functional movements and athletic performance in elite baseball players. Core stability, muscular strength and flexibility of the lower extremities, and FMS?, as well as athletic performance in sprinting, agility, and balance tests were assessed in 52 male collegiate Division I baseball players placed into two groups based on FMS? scores. The high-scoring group demonstrated better athletic performance than the low-scoring group, with a shorter duration of the agility test. No group differences were found in core stability, muscular strength, or muscle flexibility, except for rectus femoris flexibility. Thus, the FMS? score is associated with sprinting and agility performance in elite baseball players. These findings indicate that the FMS? may have a role in predicting athletic performance and thereby help determine the goals of training regimens or return-to-play strategies.     

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