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.     

The influence of golf shaft torque on clubhead kinematics and ball flight

ABSTRACT

The purpose of this study was to investigate the influence of shaft torque (torsional rigidity) on clubhead kinematics and the resulting flight of the ball. Two driver shafts with disparate levels of torque, but otherwise very similar properties, were tested by 40 right-handed golfers representing a range of abilities. Shaft deflection data as well as grip and clubhead kinematics were collected from 14 swings, with each shaft, for each golfer using an optical motion capture system. Ball flight and additional clubhead kinematics were collected using a Doppler radar launch monitor. At impact, the high torque shaft (HT) was associated with increased delivered loft (P = .028) and a more open face (P < .001) relative to the low torque shaft (LT). This resulted in the HT shaft being associated with a ball finishing position that was further right (P = .002). At the individual level, the change in face angle due solely to shaft deformation was significantly higher for the HT shaft for 25/40 participants. Although shaft twist was not directly measured, it was logically deduced using the collected data that these outcomes were the result of the HT being twisted more open relative to the LT shaft at impact.     

Indigenous Political Difference,Colonial Perspectives and the Challenge of Diplomatic Relations: Toward a Decolonial Diplomacy in Multicultural Educational Theory

This article considers how diplomacy can be refined and amplified within the field of multicultural education. Focusing on Native American peoples in particular, I argue that the multiculturalist emphasis on cultural diplomacy overlooks the political difference of First Nations peoples. In contrast to a multiculturalist cultural diplomacy, the article develops diplomacy according to a decolonial framework that seeks to dismantle colonial perspectives of Native American political difference. Drawing upon theorists and historians of diplomacy, as well as Indigenous and decolonial writers, the article seeks to provide the terms through which teacher identifications as decolonial diplomats can be fostered toward Native Americans.     

DETERMINING THE SUCCESS OF GRANDPARENT EDUCATION

The purpose of this study was to evaluate the outcomes of a course for grandparents. A sample of 87 consanguineous subjects included 29 grandparents, 29 grandchildren, and 29 of the grandchildren's parents. Twelve class sessions explored how the experiences of growing up and raising children differ from the recent past and attempted to identify corresponding changes required for the older relatives. Each generation was administered the Grandparent Strengths and Needs Inventory before and after grandparents attended the course. The participants reported perceptions regarding six dimensions of grandparent attitudes and behaviors. Changes in the performance of grandparents were compared using t‐tests. According to the grandparents, the course resulted in increased satisfaction (p < .05), greater success (p < .05) and more effective teaching (p < .05) in family relationships. They reported making gains for 58 out of 60 items. Parents and grandchildren corroborated most of these gains by higher posttest scores. MANOVA identified significant differences in generational perceptions of grandparent potentials (p < .05) and concerns (p < .01). The findings confirm that family development goals can be supported by making education for grandparents available and encouraging them to remain influential in their families through continued learning.     

Rubric Rating with MFRM versus Randomly Distributed Comparative Judgment: A Comparison of Two Approaches to Second-Language Writing Assessment

The purpose of this study is to explore the reliability of a potentially more practical approach to direct writing assessment in the context of ESL writing. Traditional rubric rating (RR) is a common yet resource-intensive evaluation practice when performed reliably. This study compared the traditional rubric model of ESL writing assessment and many-facet Rasch modeling (MFRM) to comparative judgment (CJ), the new approach, which shows promising results in terms of reliability. We employed two groups of raters—novice and experienced—and used essays that had been previously double-rated, analyzed with MFRM, and selected with fit statistics. We compared the results of the novice and experienced groups against the initial ratings using raw scores, MFRM, and a modern form of CJ—randomly distributed comparative judgment (RDCJ). Results showed that the CJ approach, though not appropriate for all contexts, can be as reliable as RR while showing promise as a more practical approach. Additionally, CJ is easily transferable to novel assessment tasks while still providing context-specific scores. Results from this study will not only inform future studies but can help guide ESL programs in selecting a rating model best suited to their specific needs.     

Perfectionism and training performance: The mediating role of other-approach goals

Recent research found perfectionistic strivings to predict performance in a novel basketball task among novice basketball players. The current study builds on this research by examining whether this is also the case for performance in a familiar basketball training task among experienced basketball players, and whether achievement goals mediated any observed relationships. Perfectionistic strivings, perfectionistic concerns, and 3?×?2 achievement goals were assessed prior to basketball training performance in 90 basketball players (mean age 20.9 years). Regression analyses showed that perfectionistic strivings predicted better performance. Furthermore, mediation analyses showed that other-approach goals (e.g. beliefs that one should and can outperform others) accounted for this relationship. The findings suggest that perfectionistic strivings may predict better performance in both novel and familiar athletic contexts. In addition, beliefs about the importance and ability to outperform others may explain this relationship.     

Student Motivation from and Resistance to Active Learning Rooted in Essential Science Practices

Several studies have found active learning to enhance students’ motivation and attitudes. Yet, faculty indicate that students resist active learning and censure them on evaluations after incorporating active learning into their instruction, resulting in an apparent paradox. We argue that the disparity in findings across previous studies is the result of variation in the active learning instruction that was implemented. The purpose of this study was to illuminate sources of motivation from and resistance to active learning that resulted from a novel, exemplary active-learning approach rooted in essential science practices and supported by science education literature. This approach was enacted over the course of 4 weeks in eight sections of an introductory undergraduate biology laboratory course. A plant concept inventory, administered to students as a pre-, post-, and delayed-posttest indicated significant proximal and distal learning gains. Qualitative analysis of open-response questionnaires and interviews elucidated sources of motivation and resistance that resulted from this active-learning approach. Several participants indicated this approach enhanced interest, creativity, and motivation to prepare, and resulted in a challenging learning environment that facilitated the sharing of diverse perspectives and the development of a community of learners. Sources of resistance to active learning included participants’ unfamiliarity with essential science practices, having to struggle with uncertainty in the absence of authoritative information, and the extra effort required to actively construct knowledge as compared to learning via traditional, teacher-centered instruction. Implications for implementation, including tips for reducing student resistance to active learning, are discussed.