Contextualizing Nature of Science Instruction in Socioscientific Issues

The purpose of this study was to investigate the effects of two learning contexts for explicit-reflective nature of science (NOS) instruction, socioscientific issues (SSI) driven and content driven, on student NOS conceptions. Four classes of 11th and 12th grade anatomy and physiology students participated. Two classes experienced a curricular sequence organized around SSI (the SSI group), and two classes experienced a content-based sequence (the Content group). An open-ended NOS questionnaire was administered to both groups at the beginning and end of the school year and analyzed to generate student profiles. Quantitative analyses were performed to compare pre-instruction NOS conceptions between groups as well as pre to post changes within groups and between groups. Both SSI and Content groups showed significant gains in most NOS themes, but between-group gains were not significantly different. Qualitative analysis of post-instruction responses, however, revealed that students in the SSI group tended to use examples to describe their views of the social/cultural NOS. The findings support SSI contexts as effective for promoting gains in students’ NOS understanding and suggest that these contexts facilitate nuanced conceptions that should be further explored.     

Children's ideas about ecology 1: theoretical background,design and methodology

Abstract

This paper provides an introduction to a study of the ecological understandings of children aged 5‐16 years in schools in the north of England. Children's ideas about selected ecological concepts were elicited through a series of written tasks and individual interviews set in a range of contexts, referred to here as probes. Responses of about 200 pupils, across the age range, were obtained on each probe. In this paper, issues relating to theoretical background, design and methodology are outlined. Two further papers present the major findings of the study: the first reports children's ideas about the cycling of matter between organisms and between organisms and the abiotic environment (Leach et al. in press a); the second reports children's ideas about the interdependency of organisms in ecosystems (Leach et al. in press b).     

Students' Perception of Biology Fieldwork: The example of students undertaking a preliminary year at a UK university

It is widely held among biology teachers that fieldwork is valuable, but little is heard about students' perception of fieldwork or about the reasons for their liking or disliking fieldwork. This paper uses data from students to explore the hypotheses (1) that biology students with a positive perception of fieldwork have a less positive perception of laboratory work and vice versa and (2) that perception of fieldwork is related to demographic/personal factors and/or to pre-university perceptions and experience of fieldwork. Numeric indices of appreciation of biology field and laboratory work (I _field and I _lab) were determined using questionnaire information from 54 students. I _field and I _lab were positively correlated and there was no evidence of polarization of views; the problem that some students have a poor perception of both needs to be addressed. Mature students had a more positive view of fieldwork than 18–20-year-olds. However, regression analysis of I _field against principal components suggested that demographic/personal factors had relatively little overall influence (< 20%) on appreciation of fieldwork. Perception of fieldwork at university was related to the rank given to fieldwork when choosing a university course. However, students who had participated in pre-university fieldwork did not have a more positive perception of university fieldwork; although students who recalled a worst memory of pre-university fieldwork had a less positive perception of fieldwork at university. The seeming mixed relevance of pre-university fieldwork suggests that the relationship between perception of fieldwork undertaken at university and quality of pre-university fieldwork is an area for future research.     

Apprenticeships,Collaboration and Scientific Discovery in Academic Field Studies

Teachers may use apprenticeships and collaboration as instructional strategies that help students to make authentic scientific discoveries as they work as amateur researchers in academic field studies. This concept was examined with 643 students, ages 14–72, who became proficient at field research through cognitive apprenticeships with the Smithsonian Institute, School for Field Studies and Earthwatch. Control student teams worked from single research goals and sets of methods, while experimental teams varied goals, methods, and collaborative activities in Kenya, Costa Rica, Panama, and Ecuador. Results from studies indicate that students who conducted local pilot studies, collaborative symposia, and ongoing, long-term fieldwork generated significantly more data than did control groups. Research reports of the experimental groups were ranked highest by experts, and contributed the most data to international science journals. Data and anecdotal information in this report indicate that structured collaboration in local long-term studies using apprenticeships may increase the potential for students' academic field studies contribution of new information to science.     

The Australian situation: not so touchy?

Fear of unmediated touch between adults and children has become a feature of life in Anglophone countries, including Australia. Previous research has shown that this fear has had an impact on interactions between adults and children, particularly in education and early years care contexts. To assess the extent to which these fears have influenced Australians' willing to participate or allow their children to participate in junior sport 20 semi-structured interviews were conducted with sports administrators, parents, junior sports officials and young sportspeople. Results suggest that Australians are aware of the prevailing discourses of risk but see these as irrelevant to their own contexts. As a result, junior sport in Australia continues to thrive.     

Sport's social provisions

This paper explores the relationship between sport and social capital by reporting on research that examined the social provisions of individuals’ involvement in sport and non-sport community organisations. Data were collected on levels of involvement in community sport and other third sector organisations, selected demographic variables, and a measure of social support using the Social Provisions Scale (Cutrona, 1984, Cutrona, 1986, Cutrona and Russell, 1987). The findings support the contention that social support developed through involvement in sport organisations is stronger than that developed through involvement in non-sport community organisations, but reveal that differences in the type, tenure and intensity of involvement in sport organisations had no significant impact on the strength of support developed.     

Sport as a (mere) hobby: in defense of ‘the gentle pursuit of a modest competence’

In this essay, I defend sport as a (mere) hobby in contrast to sport as a ‘mutual quest for excellence through challenge’. With the assistance of ideas found in the novel Don Quixote, I raise questions about the clarity, merit, and sufficiency of the quest-for-excellence apologetic. I employ arguments made by James and Dewey to support my alternate defense of sporting activity as a hobby, that is, as ‘the gentle pursuit of a modest competence’. Based on the work of Wu, my defense stands as both a philosophic argument and a cultural critique.     

In vivo lumbo-sacral forces and moments during constant speed running at different stride lengths

Abstract

The aim of this study was to introduce a Newton–Euler inverse dynamics model that included reaction force and moment estimation at the lumbo-sacral (L5-S1) and thoraco-lumbar (T12-L1) joints. Data were collected while participants ran over ground at 3.8 m · s^?1 at three different stride lengths: preferred stride length, 20% greater than preferred, and 20% less than preferred. Inputs to the model were ground reaction forces, bilateral lower extremity and pelvis kinematics and inertial parameters, kinematics of the lumbar spine and thorax and inertial parameters of the lumbar segment. Repeated measures ANOVA were performed on the lower extremity sagittal kinematics and kinetics, including L5-S1 and T12-L1 three-dimensional joint angles, reaction forces and moments at touchdown and peak values during impact phase across the three stride conditions. Results indicated that L5-S1 and T12-L1 vertical reaction forces at touchdown and during the impact portion of the support phase increased significantly as stride length increased (P < 0.001), as did peak sagittal L5-S1 moments during impact (P = 0.018). Additionally, the transverse T12-L1 joint moment increased as running speed increased (P = 0.006). We concluded from our findings that our model was sensitive to our perturbations in healthy runners, and may prove useful in future mechanistic studies of L5-S1 mechanics.     

Physiological responses and performance in a simulated trampoline gymnastics competition in elite male gymnasts

Abstract

Physiological responses and performance were examined during and after a simulated trampoline competition (STC). Fifteen elite trampoline gymnasts participated, of which eight completed two routines (EX1 and EX2) and a competition final (EX3). Trampoline-specific activities were quantified by video-analysis. Countermovement jump (CMJ) and 20 maximal trampoline jump (20-MTJ) performances were assessed. Heart rate (HR) and quadriceps muscle temperature (T_m) were recorded and venous blood was drawn. A total of 252 ± 16 jumps were performed during the STC. CMJ performance declined (P < 0.05) by 3.8, 5.2 and 4.2% after EX1, EX2 and EX3, respectively, and was 4.8% lower (P < 0.05) than baseline 24 h post-competition. 20-MTJ flight time was ~1% shorter (P < 0.05) for jump 1–10 after EX2 and 24 h post STC. T_m increased (P < 0.05) to ~39°C after the warm-up, but declined (P < 0.05) 1.0 and 0.6ºC before EX2 and EX3, respectively. Peak HR was 95–97% HR_max during EX1-3. Peak blood lactate, plasma K⁺ and NH₃ were 6.5 ± 0.5, 6.0 ± 0.2 mmol · l^?1 and 92 ± 10 µmol · l^?1, respectively. Plasma CK increased (P < 0.05) by ~50 and 65% 0 and 24 h after STC. In conclusion, a trampoline gymnastic competition includes a high number of repeated explosive and energy demanding jumps, which impairs jump performance during and 24 h post-competition.     

Physiological and Anatomical Characteristics Of Outstanding Female Junior Tennis Players

Purpose: The purpose of this study was to investigate the physiological adaptations of resistance training (RT) in prepubertal boys. Methods: Eighteen healthy boys were divided into RT (n = 9, M_age = 10.4 ± 0.5 years) and control (CTR; n = 9, M_age = 10.9 ± 0.7 years) groups. The RT group underwent a resistance training during 12 weeks, 3 times per week, performing 3 sets of 6 to 15 repetitions at intensities ranging from 60% to 80% of maximal dynamic strength (1-repetition maximum [1-RM] values). Before and after the training, the groups were assessed in their body mass and composition (dual-energy X-ray absorptiometry), isokinetic dynamometry, 1-RM, and ergoespirometry. Moreover, force per unit of muscle volume was calculated by the quotient between 1-RM and lean mass. Results: Both groups presented statistically significant (p < .05) increases in the 1-RM and force per unit of muscle volume in the knee extension and elbow flexion, but these strength increases were statistically significantly greater in the RT group (effect size [ES] = 2.83–9.00) than in the CTR group (ES = 0.72–1.00). Moreover, both groups statistically significantly increased in lean body mass variables (ES = 0.12–0.38). However, increases in the fat mass variables occurred only in the CTR group (ES = ? 0.01–0.50), whereas no changes were observed in the RT group. Furthermore, there were statistically significant increases in all bone mineral content variables (ES = 0.13–0.43), without differences between groups. No cardiorespiratory changes were observed. Conclusion: Twelve weeks of RT was effective in improving strength and force per unit of muscle volume and prevented fat mass increases in boys.