Data‐driven refinements of a genetics learning progression

Learning progressions are theoretical models that describe learning of scientific ideas and practices over time. These hypothetical progressions need to be tested and refined in order to productively inform instruction and assessment. In this paper, we report our attempts to revise a learning progression in genetics. In particular, we focused on two constructs that embody core ideas in classical genetics and one molecular construct. The revisions are based on analysis of pre‐ and postinterview data obtained from sixty 11th grade students before and after they engaged in a 10‐week unit that addressed these concepts. We found that while many of the students held ideas that aligned with the progression, there were several distinct dimensions of student reasoning that were not captured and led to substantial revisions of the constructs including: (a) the splitting of the construct dealing with meiosis (E) into two subconstructs (E1‐physical passage of genetic information and E2 – the role of sex cells), (b) the addition of new levels to constructs dealing with the universal nature and organization of the genetic code (A) and construct (F). For Construct A, the lower levels were expanded to include ideas about the localization of DNA in cells and to include ideas about the composition of DNA that were not captured in the progression. Revisions to Construct F included the expansion of existing levels and the addition of modes of inheritance such as codominance and incomplete dominance. The research we present offers insights about a methodological approach that can be used to test and refine progressions, as well as insights about student learning in genetics as we further describe and expand the stepping‐stone ideas in the progression and discuss further the multidimensional nature of learning progressions.     

A pragmatic approach to courseware development in WIMP environments

Courseware development often involves a great deal of effort. One approach to minimising effort while maintaining flexibility is illustrated, using a tutoring system as an example. The system comprises two parts: a 'shell' which contains facilities useful for many different subjects, and an interpreter which generates questions which are subject specific.     

Changes in kinematics and arm–leg coordination during a 100-m breaststroke swim

The purpose of this study was to compare arm–leg coordination and kinematics during 100 m breaststroke in 26 (8 female; 18 male) specialist breaststroke swimmers. Laps were recorded using three 50-Hz underwater cameras. Heart rate and blood lactate were measured pre- and post-swim. Arm–leg coordination was defined using coordination phases describing continuity between recovery and propulsive phases of upper and lower limbs: coordination phase 1 (time between end of leg kick and start of the arm pull phases); and coordination phase 2 (time between end of arm pull and start of leg kick phases). Duration of stroke phases, coordination phases, swim velocity, stroke length (SL), stroke rate (SR) and stroke index (SI) were analysed during the last three strokes of each lap that were unaffected by turning or finishing. Significant changes in velocity, SI and SL (P < 0.05) were found between laps. Both sexes showed significant increase (P < 0.05) in heart rate and blood lactate pre- to post-swim. Males had significantly (P < 0.01) faster swim velocities resulting from longer SLs (P = 0.016) with no difference in SR (P = 0.064). Sex differences in kinematic parameters can be explained by anthropometric differences providing males with increased propelling efficiency.     

Research Study on an Applied Interdisciplinary Product Development Course for College Sophomores

This research compares the industry readiness, product development skill level, and overall knowledge gains of students taking an undergraduate research course (treatment) to those who did not (control). This 2‐semester Applied Interdisciplinary Product Development (AIPD) course for sophomores brought together interdisciplinary teams of food science, nutrition, and packaging science students in a hands‐on setting to create healthy food products for children, complete with retail packaging. A Subject Knowledge Assessment (SKA) was used to evaluate the mean percent difference value (MPDV) of food science, nutrition, packaging science, and general product development knowledge gained through the course. SKA results indicated that the MPDV were significantly different (α = 0.05) between the treatment and comparison groups in the overall score and in every subject area score except packaging science. Data from an Exit Questionnaire (EQ) was used for evaluation of attitudes pertaining to product development knowledge and skills, department engagement, and pedagogy. EQ results indicated that mean scores between the treatment and comparison groups were significantly different (α = 0.05) in 7 of the 9 statements on product development knowledge and skills, both statements pertaining to pedagogy, and the statement pertaining to department engagement. Overall, the research project was considered a successful intervention for educating sophomores at the University. Overall, the research project was considered a successful intervention for educating sophomores in the Food, Nutrition and Packaging Science department at Clemson University. The student‐lead teams were held to a greater degree of accountability for their success in terms of education gleaned and value of experience gained as metric for the University and other IFT Accredited programs.     

A multivariate latent growth curve analysis of adolescent substance use

This article demonstrates a multivariate latent growth curve methodology (LGM) for analyzing longitudinal adolescent substance use data. Hypotheses concerning the form of growth in substance use, individual differences in the common trajectory over time, and covariates influencing growth were tested. Significant linear increases existed for alcohol, cigarette, and marijuana use. Second‐order multivariate extensions of LGM indicated that associations among the individual differences parameters of the various substances could be adequately modeled by a higher order substance use construct. Family status, parent‐child conflict, peer encouragement for substance use, parent substance use, and age significantly influenced initial levels of use. Peer encouragement, change in peer encouragement, change in parent‐child conflict, age, and gender significantly influenced development of use. These findings support the influence of families and peers on the development of adolescent substance use and demonstrate the utility of multivariate extensions of LGM in the analysis of longitudinal data.     

The Cups That Cheered – A History of the Sigerson,Fitzgibbon and Higher Education Gaelic Games

This article follows up on Adrian Harvey's piece ‘The emergence of football in nineteenth-century England: the historiographic debate’ [International Journal of the History of Sport 30, no. 18 (2013): 2154–2163]. It reviews the historiography of Scottish football on the period before the First World War. There is considerable literature on the topic, but it is not by any means evenly distributed to cover Scotland's geography, nor does it give balanced coverage to a wide-enough variety of thematic subjects. The author places this historiography into six broad categories which reflect the audience, research interests and methodology of the pieces, and offers a critical assessment of work still to be done in what is a disparate field.