STUDENTS’ WAYS OF REASONING ABOUT NONLINEAR FUNCTIONS IN GUESS-MY-RULE GAMES

There is a growing movement toward the introduction of algebra in early grades. This is supported by an increasing number of research studies that have reported success in getting young students to “do” mathematics considered beyond their reach. Yet, the consensus is that more research is needed to provide insights into the processes by which students make sense of algebraic ideas. In particular, more studies are needed on how nonlinear functions can be introduced in early grades. This article reports an algebra research strand that introduced seventh grade students to quadratic functions using Guess-My-Rule games. The article describes several instances of the students engaging successfully with ideas and forms of reasoning involving quadratic functions. The purpose is to contribute to the debate on the introduction of algebra in early grades by providing further evidence of young students’ ability to engage with algebraic ideas usually considered to be beyond their reach.     

Assessing the Development of Educational Research Literacy: The Effect of Courses on Research Methods in Studies of Educational Science

The ability to purposefully access, reflect, and use evidence from educational research (Educational Research Literacy) is expected of future professionals in educational practice. Based on the presented conceptual framework, a test instrument was developed to assess the different competency aspects: Information Literacy, Statistical Literacy, and Evidence-based Reasoning. This paper addresses the question of whether this test allows monitoring students’ development during courses on research methods in educational science. In winter semester 2013/14, two courses in Early Education and Teacher Training degree programs were accompanied. Both cross-sectional (multidimensional latent regression models) and longitudinal (paired t tests of plausible values) comparisons are reported. The results indicate no significant differences in competencies between the degree programs at start of the semester. For the end of semester, only data of the Early Education course was available. These course participants showed higher proficiency in all aspects of educational research literacy. In conclusion, the results are discussed with regard to the goals of the assessment of competencies in higher education, particularly the use of test feedback for course development, and desiderata for future research (e.g., ability to transfer research into practice) are stated.     

Infants Use Compression Information to Infer Objects’ Weights: Examining Cognition,Exploration, and Prospective Action in a Preferential‐Reaching Task

The present research used a preferential‐reaching task to examine whether 9‐ and 11‐month‐olds (n = 144) could infer the relative weights of two objects resting on a soft, compressible platform. Experiment 1 established that infants reached preferentially for the lighter of 2 boxes. In Experiments 2–4, infants saw 2 boxes identical except in weight resting on a cotton wool platform. Infants reached prospectively for the lighter box, but only when their initial exploratory activities provided critical information. At 11 months, infants succeeded as long as they first determined that the platform was compressible; at 9 months, infants succeeded only if they also explored the boxes and thus had advance knowledge that they differed in weight.     

Socio‐emotional adjustment in elementary school boys and girls: Does giftedness make a difference?

Fifty 10‐year‐old gifted children were matched with 50 pupils of average intelligence on the variables ‘gender’ and ‘socio‐economic status’. Three data sources (children, parents, and teachers) on the children's personality and socio‐emotional behavior were used.     

Integrating ‘Outer Space Design’ into Design Curriculum

The imagination of human beings and the exploration of novel ideas have always contributed to developments in science. These developments lead us to re‐examine the existing structures in our environment and society so that they can be further improved. The review of literature regarding science fiction and its place in education also highlights the need for novel topics in design education. Thus, integrating a course in the curriculum of design education that aims to explore futuristic and visionary oriented environments like Mars Colonies, Orbital Space Colonies or Orbital Space Hotels would seem crucial. Such topics would probably not only stimulate the students in their design process, but also develop their imagination, as they require research and synectic thinking. As to whether stimulating imagination should be among the priorities in teaching, in fact, it is the dreams, imagination and creativity that has shaped and will shape human development and social‐cultural contexts.     

Notes on Authors

In research on giftedness, small samples are the rule rather than the exception. Such samples require an especially meticulous research design. The absence of power‐analytical considerations (Le., defining the minimal sample sizes according to a‐ and β ‐error and expected effects) prior to data gathering can easily lead to false conclusions based on faulty data interpretation. Especially with smaller samples, it is strongly recommended that practical relevance (employing a suitable index of effect strength) be taken into consideration when interpreting observed group differences. This is better than relying on “statistical significance” alone. Group studies should not be conducted with extremely small samples. According to a proven “rule of thumb”, each subgroup tested should be comprised of at least 20 to 25 subjects. Because of the prevalence of small sample studies in research on giftedness (gifted individuals are by definition rare), it is important that statistical analyses be conducted in ways which are capable of detecting “significant” effects and which are not, for instance because of small sample size, predestined to conclude that no effects are present, even when they are (i.e., to accept the null hypothesis, even when it is false). The nature of the problem can be made more concrete by looking at a practical example taken from an article of Gefferth and Herskovits (1991).     

Correlates of metacognitive control in 10-year old children and adults

Metacognitive control is an important factor for successful learning and has been shown to increase across childhood and adolescence. Only few studies have attempted to investigate the cognitive processes and psychological mechanisms that subserve metacognitively-based control and the development thereof. Accordingly, the aim of the current study was to gain an insight into the cognitive and psychological correlates that relate to metacognitively-based control processes. Specifically, we were interested in two measures of metacognitive control: learners’ ability to self-regulate their study time in a study time allocation paradigm, as well as the efficiency with which they allocated their study time. It was of particular interest to explore the relation between declarative metamemory and procedural metacognitive skills. In addition, we assessed learners’ general cognitive and executive abilities. We tested a group of 10-year olds and a group of adults. Surprisingly, and in contrast to previous studies, the current study does not support a relation between declarative metamemory and procedural skills, or executive functions and intelligence and procedural skills. We interpret our results in line with a dual systems view of metacognitive abilities and further speculate whether procedural skills might become increasingly independent and automated with age.