Using Video Games to Support Pre-Service Elementary Teachers Learning of Basic Physics Principles

The purpose of this work is to share our findings in using video gaming technology to facilitate the understanding of basic electromagnetism with pre-service elementary teachers. To this end we explored the impact of using a game called Supercharged! on pre-service teachers’ understanding of electromagnetic concepts compared to students who conducted a more traditional inquiry oriented investigation of the same concepts. This study was a part of a larger design experiment examining the pedagogical potential of Supercharged! the control group learned through a series of guided inquiry methods while the experimental group played Supercharged! during the laboratory sections of the science course. There was significant difference F(2,134) = 4.8, p < 0.05, η² = 0.59 between the control and experimental groups on the gains from pre-to-post assessment with an effect size of d = 0.72. However, while students in the experimental group performed better than their control group peers, they rated their knowledge of the topic lower than the control group (M _post-control = 3.0, M _{post-experiment} = 2.7), leading to further examination of their laboratory journals. Results of this study show that video games can lead to positive learning outcomes, as demonstrated by the increase in test scores from pre- to post-assessment. Additionally, this study also suggests that a complementary approach, in which video games and hands-on activities are integrated, with each activity informing the other, could be a very powerful technique for supporting student scientific understanding. Further, our findings suggest that video game designers should embed meta-cognitive activities such as reflective opportunities into educational video games to provide scaffolds for students and to reinforce that they are engaged in an educational learning experience.     

Construct validity of the childbirth trauma index for adolescents

The potentially traumatic nature of childbirth for adult mothers has been confirmed in research; however, adolescent childbirth trauma is unexplored. This article presents research on the construct validity of the Childbirth Trauma Index by providing a conceptual analysis of psychological childbirth trauma, factor validity of the Childbirth Trauma Index, and discussion of testing the Childbirth Trauma Index via contrasted-groups approach. Childbirth trauma can result in an acute stress reaction or actual posttraumatic stress disorder. Using subjective reports, the Impact of Event Scale, and the Childbirth Trauma Index, an appraisal of birth trauma, trauma impact, and indicators associated with childbirth trauma were revealed among 112 adolescents. Clinical implications and research recommendations are offered.     

Evaluation of a randomized intervention to delay sexual initiation among fifth-graders followed through the sixth grade

US adolescents initiate sex at increasingly younger ages, yet few pregnancy prevention interventions for children as young as 10-12 years old have been evaluated. Sixteen Washington, DC schools were randomly assigned to intervention versus control conditions. Beginning in 2001/02 with fifth-grade students and continuing during the sixth grade, students completed pre-intervention and post-intervention surveys each school year. Each year, the intervention included 10-13 classroom sessions related to delaying sexual initiation. Linear hierarchical models compared outcome changes between intervention and control groups by gender over time. Results show the intervention significantly decreased a rise over time in the anticipation of having sex in the next 12 months among intervention boys versus control boys, but it had no other outcome effects. Among girls, the intervention had no significant outcome effects. One exception is that for both genders, compared with control students, intervention students increased their pubertal knowledge. In conclusion, a school-based curriculum to delay sexual involvement among fifth-grade and sixth-grade high-risk youths had limited impact. Additional research is necessary to outline effective interventions, and more intensive, comprehensive interventions may be required to counteract adverse circumstances in students' lives and pervasive influences toward early sex.ClinicalTrials. gov identifier: NCT00341471.     

Romantic relationships: an important context for HIV/STI and pregnancy prevention programmes with young people

Romantic relationships are central in the lives of young people. This paper uses data on romantic relationships from urban youth in the USA to illustrate how using a relationships perspective in HIV/STI and pregnancy prevention programmes broadens the skills and content covered, and contextualises the learning to enhance relevance and use. Self-report survey data were collected using electronic handheld devices for a school-based randomised trial. The survey sample includes 911 young people (mean age = 12.4 years) representative of their schools. Logistic regressions explored associations between selected sexual behaviours and relationship characteristics. For all participants, having more boy/girlfriends, dating alone, ever touching and ever having had oral sex were associated with an increased likelihood of having vaginal sex. Among young people with current partners, having a partner three or more years older, length of relationship and ever having oral sex were associated with an increased likelihood of having vaginal sex. The study data confirm the importance of accounting for relationships in sexual risk reduction programmes, and provide avenues for enhancing the relevancy of typical school-based prevention programmes.     

PROGRESS IN APPLICATION OF THE NEUROSCIENCES TO AN UNDERSTANDING OF HUMAN LEARNING: THE CHALLENGE OF FINDING A MIDDLE-GROUND NEUROEDUCATIONAL THEORY

Modern neuroscientific research has substantially enhanced our understanding of the human brain. However, many challenges remain in developing a strong, brain-based theory of human learning, especially in complex environments such as educational settings. Some of the current issues and challenges in our progress toward developing comprehensive neuroscientific-based theories of human learning, particularly in the academic disciplines, are reviewed, beginning with a brief summary of the history of publications in science learning. This is followed by an analysis of some of the large-scale issues and conceptual problems that we currently face in developing a strong, middle-ground “neuroeducational theory” relevant to learning, especially in rather abstract disciplines such as mathematics and science. Finally, some perspectives on possible future strategies and challenges in reaching the goal of a neuroeducational theory are presented.     

Geospatial Considerations for a Multiorganizational,Landscape-Scale Program

Geospatial data play an increasingly important role in natural resources management, conservation, and science-based projects. The management and effective use of spatial data becomes significantly more complex when the efforts involve a myriad of landscape-scale projects combined with a multiorganizational collaboration. There is sparse literature to guide users on this daunting subject; therefore, we present a framework of considerations for working with geospatial data that will provide direction to data stewards, scientists, collaborators, and managers for developing geospatial management plans. The concepts we present apply to a variety of geospatial programs or projects, which we describe as a “scalable framework” of processes for integrating geospatial efforts with management, science, and conservation initiatives. Our framework includes five tenets of geospatial data management: (1) the importance of investing in data management and standardization, (2) the scalability of content/efforts addressed in geospatial management plans, (3) the lifecycle of a geospatial effort, (4) a framework for the integration of geographic information systems (GIS) in a landscape-scale conservation or management program, and (5) the major geospatial considerations prior to data acquisition. We conclude with a discussion of future considerations and challenges.