Experiences in Sense Making: Health Science Students’ I-Positioning in an Online Philosophy of Science Course

This article reports on a qualitative study on the dialogical approach to learning in the context of higher education. The aim was to shed light on the I-Position and multivoicedness in students’ identity building and to provide empirical substantiation for these theoretical constructs, focusing especially on the connection between personal knowledge and theoretical knowledge. The study explored how health science students’ reflections on their work and discipline-related experiences provided resources for making personal sense of and understanding the subject studied. The students took an online course on the philosophy of science. To study students’ internal and external dialogue in terms of multivoicedness in their sense-making processes I combined a discourse analysis with a dialogical approach. The results showed that in reflecting on their experiences in light of different scientific approaches, the students became engaged in dialogues with different voices, thereby experiencing tensions in their professional positioning. The reasoning tasks gave rise to internal dialogue, involving negotiation between different I-Positions of the self or heterodialogue with the texts. These identity negotiations were manifested in refining, strengthening, and reconstructing professional and scientific I-Positions and in sharing and constructing a We-Position.     

The associations among fundamental movement skills,self-reported physical activity and academic performance during junior high school in Finland

The purpose of this study was to analyse the longitudinal associations between (1) fundamental movement skills (FMSs) and academic performance, and (2) self-reported physical activity and academic performance through junior high school in Finland. The participants of the study were 325 Finnish students (162 girls and 163 boys), who were 13 years old at the beginning of the study at Grade 7. Students performed three FMS tests and responded to a self-reported physical activity questionnaire at Grades 7 and 8. Marks in Finnish language, mathematics and history from Grades 7, 8 and 9 were collected. Structural equation modelling with multigroup method demonstrated that in the boys’ group, a correlation (0.17) appeared between FMS and academic performance measured at Grade 7. The results also indicated that FMS collected at Grade 8 were significantly but weakly (path coefficient 0.14) associated with academic performance at Grade 9 for both gender groups. Finally, the results of this study demonstrated that self-reported physical activity was not significantly related to academic performance during junior high school. The findings of this study suggest that mastery of FMS may contribute to better student achievement during junior high school.     

Accelerometry-Based Characteristics of Overall Sedentary Behavior and Sitting in Middle-Aged Adults

ABSTRACT

The purpose of this study was to describe the accelerometry-based characteristics of overall sedentary behavior (SB) and sitting among adults under free-living conditions. Thirty-six (mean age 47.6 years) volunteers carried a waist-worn accelerometer for ≥4 days with data ≥600 min/d during 14 consecutive days. A machine learning (ML) based method was used to classify the patterns of SB and sitting from raw 3D acceleration. The participants spent most (69.3%) of their waking time in SB, and a half (52.2%) of the SB was performed in a sitting posture. Men broke their overall sedentary time less often (4.1 vs. 6.1 bouts/h), but women sat more; however, women broke their sitting time as often as men (7.6 bouts/h). This study confirms that SB and sitting can be distinguished using ML methods, and more information about SB can be achieved when overall SB and sitting are analyzed separately in free-living conditions.     

Exploring the effects of concreteness fading across grades in elementary school science education

The present study investigates the effects that concreteness fading has on learning and transfer across three grade levels (4–6) in elementary school science education in comparison to learning with constantly concrete representations. 127 9- to 12-years-old elementary school students studied electric circuits in a computer-based simulation environment, where circuits remained concrete (bulbs) throughout the learning or faded from concrete to abstract (bulbs to resistors). The most important finding was that the outcomes seemed to be influenced by a developmental factor: the study found a significant interaction between condition and grade level in relation to learning outcomes, suggesting that the outcomes generally improved as a function of grade level, but that there were notable differences between the conditions regarding the improvement of outcomes across the three grades. According the results, learning with constantly concrete representations either took less time or resulted in better learning compared to concreteness fading. Because transfer is one of the central arguments for concreteness fading, a somewhat surprising finding was that the concrete condition succeeded at least as well as the fading condition on transfer tasks. The study also discusses why the results and issues related to the conceptualisation and operationalisation of central concepts in the study call for caution towards generalization and for more research with young learners across different grades.     

NINTER - Networked Interaction: Theory-Based Cases in Teaching and Learning

This article describes the pedagogical framework of an interdisciplinary and international project entitled NINTER (Networked Interaction: Theory-Based Cases in Teaching and Learning). The practical aim of the project is to produce a pedagogical model for learning and teaching in networked environments. The research project has its foundation on socio-constructivist learning theories, with one of the most important principles being the idea of apprenticeship in thinking. The article also takes a look at the first results obtained from different kinds of videotaped and written material that were collected during a WWW-based university course. Also questions raised from the data for future research are considered.     

Experiencing work as a communications professional: Students' reflections on their off-campus work practice

In order to ease the transition from the world of theuniversity to the world of work, it is of crucialimportance to provide university students withon-the-job skills and pre-professional workexperience. In the article, Finnish SpeechCommunication students' reflections on theirpre-professional practice in working life areinvestigated. The main purpose was to identifycritical factors affecting students' experiences andlearning outcomes of an off-campus practice period. Thestudy is based on reports by 70 students, analyzedqualitatively. The results indicate that whether thepracticum comes up to students' expectations dependson e.g. the following factors: the correspondencebetween the work-tasks and the student's studyprogram, the goal-orientedness of the work, thepossibility to commit oneself to work and to achieveset goals, challenges at work in general and invarious tasks, the supportiveness and attentiveness ofcolleagues and supervisor, a competent initialorientation by the supervisor on the first day, and anoptimal level of independence as well as a balancebetween goal-orientedness, supervision andindependence. For university students, a well-arrangedpracticum is not only an important part ofprofessional education, but at its best also a meansof personal development and growth.     

The Influence of Achievement Goal Orientations and Task Concreteness on Situational Interest

This study investigated changes in elementary school students’ (n = 140) situational interest as a function of achievement goal orientation profiles and task characteristics. The authors repeatedly measured situational interest during a simulated science learning task in 2 task conditions that differed in the concreteness of the task elements. The authors identified 3 groups of students with different goal orientation profiles: success-, mastery-, and avoidance-oriented. Results of repeated-measures analysis of covariance showed that students with different profiles displayed different patterns of changes in situational interest in the 2 task conditions. The results confirmed the importance of acknowledging the interaction of student and task characteristics in the arousal and maintenance of situational interest across a learning task.     

Relationships between muscle fibre characteristics and physical performance capacity in trained athletic boys

The relationships between muscle fibre characteristics and the physical performance capacity of trained athletic boys (aged 11-13 years) were studied over 2 days. The subjects were divided into two groups according to muscle fibre distribution. The 'fast' group (FG) comprised 10 subjects (sprinters, weightlifters, tennis players) with more than 50% fast-twitch fibres (type II), and the 'slow' group (SG) comprised 8 subjects (endurance runners, tennis players, one weightlifter) with more than 50% slow-twitch fibres (type I) in their vastus lateralis muscle. The 'fast' group had 59.2 +/- 6.3% and the 'slow' group had 39.4 +/- 9.8% type II fibres. Other clear differences (P less than 0.05-0.01) between the groups were observed as regards reaction time, rate of force development and rise of the body's centre of gravity in the squatting jump. For these variables, the 'fast' group was superior to the 'slow' group. Muscle fibre distribution (% type II) correlated (P less than 0.05-0.01) negatively with reaction time. Muscle fibre area (% type II) correlated negatively with reaction time (P less than 0.05-0.001) and positively with chronological age (P less than 0.05) height (P less than 0.05), mass (P less than 0.001), serum testosterone (P less than 0.05), force production (P less than 0.05-0.01) and blood lactate (P less than 0.05) in the 60-s maximal anaerobic test. There were no significant correlations between muscle fibre characteristics and maximal oxygen uptake. The present study assumes that heredity partly affects the selection of sporting event. Growth, development and training are associated with muscle fibre area, which affects the physical performance capacity of the neuromuscular system in trained young boys.