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.     

Online learning: Learner characteristics and their approaches to managing learning

Using cluster analysis this study investigated the characteristics of learning strategies learners use in online courses with one-on-one mentoring. Three distinct approaches were identified: “Mastery oriented”, “Task focused” and “Minimalist in effort”. Despite the widespread concern that students will have difficulty managing their time in online courses with high level of student freedom, this study found that the vast majority of learners were very effective in their learning strategies. The findings speak well for the potential of distance education environments to provide high quality self-paced learning, accommodating different learning strategies, which is difficult to do in group-paced courses. We further explored how these approaches relate to and interact with, participants’ background and their levels of satisfaction and self reported learning.     

Effects of plyometric jump training in female soccer player’s vertical jump height: A systematic review with meta-analysis

ABSTRACT

To assess the effects of plyometric jump training (PJT) in female soccer player’s vertical jump height, a review was conducted using the data sources PubMed, MEDLINE, Web Of Science and SCOPUS. Only peer-review articles were included. To qualify for inclusion in the meta-analysis, studies must have included (i) a PJT programme of at least 2 weeks, (ii) cohorts of healthy female soccer players with no restriction for age, (iii) a control group, (iv) a measure of countermovement jump (CMJ). The inverse variance random-effects model for meta-analyses was used. From 7,136 records initially identified through database searching, 8 were eligible for meta-analysis, comprising 9 training groups (n = 99) and 9 control groups (n = 94). The magnitude of the main effect was moderate (ES = 1.01 [95%CI = 0.36–1.66], Z = 3.04, p = 0.002). Sub-group analyses were performed (i.e., PJT frequency, duration and total number of sessions), revealing no significant subgroup differences (p = 0.34–0.96). Among the studies included in this review, none reported injury or other adverse effects. In conclusion, PJT is effective in female soccer players for the improvement of vertical jump height. In future, research must identify specific dose–response relationships following PJT, particularly in the long term.     

Individual and field citation distributions in 29 broad scientific fields

Using an initial dataset consisting of 18.5 million distinct authors and 15 million distinct articles published in the period 2000–2016, which are classified into 29 broad scientific fields, we search for regularities at the individual level for very productive authors with citation distributions of a certain size, and for the existence of a macro-micro relationship between the skewness of a scientific field citation distribution and the characteristics of the individual citation distributions of the authors belonging to the field. Our main results are the following three. Firstly, although the skewness of individual citation distributions varies greatly within each field, their average skewness is of a similar order of magnitude in all fields. Secondly, as in the previous literature, field citation distributions are highly skewed and the degree of skewness is very similar across fields. Thirdly, the skewness of field citation distributions is essentially explained in terms of the average skewness of individual authors, as well as individuals’ differences in mean citation rates and the number of publications per author. These results have important conceptual and practical consequences: to understand the skewness of field citation distributions at any aggregate level we must simply explain the skewness of the individual citation distributions of their very productive authors.     

Do systems pass university entrance exams?

Reading Comprehension tests are commonly used to assess the degree to which people comprehend what they read. This is why we work with the hypothesis that it is reasonable to use these tests to assess the degree to which a machine “comprehends” what it is reading. In this work, we evaluate Question Answering systems using Reading Comprehension tests from exams to enter University. This article analyses the datasets generated, the kind of inferences required, the methodology followed in three evaluation campaigns, the approaches presented by participants and current results. Besides, we study the evolution of systems and the main lessons learned in this evaluation process. We also show how current technologies are unable to pass university-entrance exams. This is because these tests require a deep understanding of texts, as well as detecting the similar meaning of phrases with different words. Future directions focused on these ideas seem more promising than including a massive amount of data for training systems, what has allowed systems to obtain outstanding results in Reading Comprehension tests with more straightforward questions. We think this study helps to increase the knowledge about how to develop better Question Answering systems.     

A comparative study of the professional and curricular conceptions of the secondary education science teacher in Spain: possible implications for ongoing teacher education

We compared the professional and curricular conceptions of two samples of secondary education science teachers in Spain, who differed in their years of teaching experience and in whether or not they had participated in a long‐duration scientific‐pedagogical refresher course. Using the data from their responses to a questionnaire, we analysed aspects of their professionalism as teachers (motivation and work satisfaction) and aspects of the curriculum related to content, teaching methods and evaluation. The results show a broader professionalism and a higher level of satisfaction in the case of the teachers with more experience and a higher level of professional training. We found significant differences in whether the pupils' ideas were regarded as erroneous, and in whether laboratory practical work was used to test theory. We conclude by setting out a series of reflections with the aim of working towards improving teachers' ‘professional development’.

Dans cet article, nous comparons les représentations professionnelles et curriculaires de deux échantillons de professeurs de Sciences de l'Enseignement Secondaire en Espagne, selon leur ancienneté et leur éventuelle participation à un cours de remise à niveau scientifique et pédagogique de longue durée. À partir des réponses à un questionnaire, nous avons analysé certains aspects professionnels, tels que la motivation et le degré de satisfaction dans l'exercice de la profession, de même que certains aspects curriculaires touchant les contenus, la méthodologie et l'évaluation. Les résultats démontrent un professionalisme plus important et un plus haut degré de satisfaction chez les professeurs les plus expérimentés et les mieux formés. Nous avons également trouvé des différences significatives en ce qui concerne la prise en compte des idées fausses des élèves ou la mise en place de travaux pratiques en laboratoire pour vérifier la théorie. Il en découle une série de réflexions dans le but d'améliorer le ‘parcours professionnel’ des enseignants.

En este artículo se comparan las concepciones profesionales y curriculares de dos muestras de profesores de Ciencias de Educación Secundaria españoles que difieren en los años de docencia y en la realización o no de un curso de actualización científico‐pedagógica de larga duración. Con los datos de un cuestionario, se analizaron aspectos de la profesionalidad docente, como la motivación y satisfacción en el ejercicio de la profesión, y aspectos curriculares, relacionados con los contenidos, la metodología de enseñanza y la evaluación. Los resultados revelan una profesionalidad más extensa y un mayor nivel de satisfacción en el caso de los profesores con más experiencia y mejor formados. Asimismo, se han encontrado diferencias significativas en asuntos tales como la consideración de las ideas de los alumnos como errores o la realización de prácticas de laboratorio para comprobar la teoría. A partir de ello se plantean una serie de reflexiones que buscan mejorar el ‘desarrollo profesional’ del profesorado.

In disem Artikel werden die Ansichten zu Beruf und Lehrerinhalten von zwei Gruppen von spanischen Erziehungwissenschaftern verglichen, die Pädagogik für den Unterricht an Sekundarschulen lehren und sich darin unterscheiden, dass sie eine unterschiedliche lange Berufserfahrung haben und einige sich wissenschaftlich in zeitlich länger befristeten Kursen fortgebildet haben, andere aber nicht. Die Ergebnisse eines Fragebogens wurden ausgewertet, um bestimmte Aspekte zu untersuchen, die die Arbeit der Dozenten betrifft, so zum Beispiel die Motivation und Zufriedenkeit bei der Ausübung des Berufs sowie Aspekte des Lehrplans, die Unterrichtinhalte, die Methodologie und Fragen der Evaluation betreffen. Die Ergebnisse zeigen, dass die Dozenten mit größerer erfahrung und besser wissenschaftlicher Ausbildung vielseitiger in profesioneller Hinsicht sind und einen höheren grad an Zufriedenkeit aufweisen. Des weiteren konnten wesentliche unterschiede in Punkten wie der Bewertung von Schülerfelehrn oder bei der Durchführung von Praxisstunden im Labor, die der Anwendung der gelernten Theorie dienen, gefunden werden. An diesen Ergebnisse schlieben sich Reflexionen darüber an, wie die berufliche ‘Entwicklung und Fortbildung’ der Dozenten verbessert werden kann.     

Making citizens of the world: the political socialization of youth in formal mass education systems

Unique cross-national data on adolescents’ civic skills, knowledge, and political attitudes are used to examine the democratic processes of modern mass schooling, effects of national political systems, and patterns of youth political socialization in 27 nations. Compared to the generally weak reported effects on mathematics and reading achievement, we find robust effects of schooling on youths’ civics knowledge, skills, and attitudes. Secondly, there is empirical support for the importance of a supra-national political culture, beyond that of unique national cultures, in the political socialization of youth. Lastly, there is evidence of an emerging common polity among youth across nations. The results extend notions of the institutional influence of mass public schooling on the political socialization of youth.