Spatial Visualization of Human Anatomy through Art Using Technical Drawing Exercises     

Youjin Na  Derek W. Clary  Zakary B. Rose-Reneau  Larry Segars  Andrea Hanson  Philip Brauer  Barth W. Wright  Sarah A. Keim 《Anatomical sciences education》2022,15(3):587-598

Spatial visualization, the ability to mentally rotate three-dimensional (3D) images, plays a significant role in anatomy education. This study examines the impact of technical drawing exercises on the improvement of spatial visualization and anatomy education in a Neuroscience course. First-year medical students (n = 84) were randomly allocated into a control group (n = 41) or art-training group (n = 43). Variables including self-reported artistic drawing ability, previous technical drawing experience, or previous anatomy laboratory exposure were gathered. Participants who self-identified as artistic individuals were equally distributed between the two groups. Students in the art-training group attended four 1-hour sessions to solve technical drawing worksheets. All participants completed two Mental Rotations Tests (MRT), which were used to assess spatial visualization. Data were also collected from two neuroscience written examinations and an anatomical “tag test” practical examination. Participants in the art-training and control groups improved on the MRT. The mean of written examination two was significantly higher (P = 0.007) in the art-training group (12.95) than the control group (11.48), and higher (P = 0.027) in those without technical drawing experience (12.44) than those with (11.00). The mean of the anatomical practical was significantly higher (P = 0.010) in those without artistic ability (46.24) than those with (42.00). These results suggest that completing technical drawing worksheets may aid in solving anatomy-based written examination questions on complex brain regions, but further research is needed to determine its implication on anatomy practical scores. These results propose a simple method of improving spatial visualization in anatomy education.  相似文献   

Career-based influences on scientific recognition in the United States and Europe: Longitudinal evidence from curriculum vitae data     

Jan Youtie  Juan Rogers  Thomas Heinze  Philip Shapira  Li Tang 《Research Policy》2013

This paper examines how funding patterns, career pathways and collaboration networks influence scientific recognition. We analyze these institutional factors in the early and middle phases of academic careers through comparison of a group of researchers recognized as creative by their peers with a matched group of researchers. Measurement of scientific recognition is based on survey nominations and research prizes in two growing, laboratory-intensive research domains: nanotechnology and human genetics. Curriculum vitae data is used to compare researchers based in the United States and Europe. In the early career model for the United States, we find that scientific recognition is associated with broad academic education, fast completion of PhD, and a record of independent postdoctoral research, while in Europe these factors are much less prominent. The mid-career model suggests that both in the United States and Europe fast job promotion within academia is a strong predictor of future recognition. However, there is a clear divide across the Atlantic regarding other mid-career factors: work experience inside and outside academia, research leadership, external grant income, and prizes from professional associations are connected to scientific recognition in the United States, but are less influential in Europe.  相似文献   

Route choice in mountain navigation,Naismith's rule,and the equivalence of distance and climb     

Philip Scarf 《Journal of sports sciences》2013,31(6):719-726

Abstract

In this paper, I consider decision making about routes in mountain navigation. In particular, I discuss Naismith's rule, a method of calculating journey times in mountainous terrain, and its use for route choice. The rule is essentially concerned with the equivalence, in terms of time duration, between climb or ascent and distance travelled. Naismith himself described a rule that is purported to be based on trigonometry and simple assumptions about rate of ascent; his rule with regard to hill-walking implies that 1 m of ascent is equivalent to 7.92 m of horizontal travel (1:7.92). The analysis of data on fell running records presented here supports Naismith's rule and it is recommended that male runners and walkers use a 1:8 equivalence ratio and females a 1:10 ratio. The present findings are contrasted with those based on the analysis of data relating to treadmill running experiments (1:3.3), and with those based on the analysis of times for a mountain road-relay (1:4.4). Analysis of cycling data suggests a similar rule (1:8.2) for cycling on mountainous roads and tracks.  相似文献   

Evaluation of an extra-curricular school sport programme promoting lifestyle and lifetime activity for adolescents     

David Lubans  Philip Morgan 《Journal of sports sciences》2013,31(5):519-529

Abstract

The purpose of this study was to evaluate the impact of an extra-curricular school sport programme to promote physical activity among adolescents. One hundred and sixteen students (mean age 14.2 years, s = 0.5) were assigned to an intervention (n = 50) or comparison group (n = 66). The 8-week intervention involved structured exercise activities and information sessions. Four days of pedometer monitoring and time spent in non-organized physical activity and sedentary behaviours were measured at baseline and post-test. At baseline, participants were classified using steps per day as low-active (girls <11,000, boys <13,000) or active (girls ≥ 11,000, boys ≥ 13,000) and the effects of the intervention were assessed using these subgroups. Adolescents in the intervention group classified as low-active at baseline increased their step counts across the 8-week intervention (baseline: 7716 steps/day, s = 1751; post-test: 10,301 steps/day, s = 4410; P < 0.05) and accumulated significantly more steps (P < 0.05) than their peers in the comparison group (baseline: 8414 steps/day, s = 2460; post-test: 8248 steps/day, s = 3674; P = 0.879). The results of the present study provide further evidence that physical activity monitoring using pedometers is an effective strategy for increasing activity among low-active adolescents.  相似文献   

How to Tell Feminist Academic Stories Differently?     

Fiona Philip 《Parallax》2013,19(3):104-107

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Climate engineering, past and present     

David Philip Miller 《Metascience》2012,21(1):243-245

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The generalist practitioner in counseling center     

Philip Rosenbaum 《Journal of College Student Psychotherapy》2019,33(3):177-179

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K-12 Science and Mathematics Teachers’ Beliefs About and Use of Inquiry in the Classroom     

Jeff C. Marshall  Robert Horton  Brent L. Igo  Deborah M. Switzer 《International Journal of Science and Mathematics Education》2009,7(3):575-596

A survey instrument was developed and administered to 1,222 K-12 mathematics and science teachers to measure their beliefs about and use of inquiry in the classroom. Four variables (grade level taught, content area taught, level of support received, and self-efficacy for teaching inquiry) were significantly correlated to two dependent variables, percentage of time that students are engaged in inquiry during a typical lesson and the perceived ideal percentage of instructional time that should be devoted to inquiry. Specifically, elementary school teachers reported using inquiry-based practices more than either middle-school or high-school teachers; similarly, elementary-school teachers believed such practices should be used more often. All groups, however, reported believing in an ideal percentage of time devoted to inquiry instruction that was significantly greater than their reported percentage of time actually spent on inquiry instruction. A disordinal effect was found between grade level taught and content area taught; at the elementary level, science teachers reported both an ideal and actual percentage of time on inquiry higher than those reported by the math teachers, while at the high school level math teachers reported both an ideal and actual percentage of time on inquiry higher than those reported by the science teachers. No correlations were found between typical and ideal percentage of time devoted to inquiry and subject matter content knowledge training, gender, years of teaching experience, or maximum degree earned.  相似文献   

4E × 2 Instructional Model: Uniting Three Learning Constructs to Improve Praxis in Science and Mathematics Classrooms     

Jeff C. Marshall  Bob Horton  Julie Smart 《Journal of Science Teacher Education》2009,20(6):501-516

After decades of research endorsing inquiry-based learning, at best only moderate success has been noted in creating effective systemic implementation in K-12 classrooms. Thus, teachers need to be better equipped in how to bring this transformation to their own classrooms. Changing beliefs and overcoming external obstacles encourages the use of inquiry, but a clear, yet dynamic, instructional model is also needed for teachers to see the potential of inquiry-based instruction. The proposed 4E × 2 (read “4E by 2”) Instructional Model provides such a model for learning that links strong conceptual understanding of content with inquiry learning experiences. The 4E × 2 Model integrates what we know and understand about inquiry-based teaching and learning with effective assessment and metacognitive reflection. These three constructs, formative assessment, inquiry instructional models, and metacognitive reflection, are foundational to the Model. A synthesis of research tied to these three constructs provides the justification of both the need for and the value of such a model. An argument for the formation of the 4E × 2 Instructional Model is made based on the coherence and the resulting synergy that occurs when these three learning constructs are united.  相似文献   

Reward or persuasion? The battle to define the meaning of a citation     

Philip M. DAVIS 《Learned Publishing》2009,22(1):5-11

The history and development of the Science Citation Index (SCI) is an example of the power of users in defining and influencing the development of a new technology. The SCI was developed as a tool for the historian of science for the purpose of tracing the history of ideas, but it was appropriated by users for purposes for which it was unintended – as a tool for evaluating the literature, individuals, institutions, and countries. The development of a citation tool gave rise to a debate over what is actually measured by citations. The citation‐as‐reward camp views citations as indicators of quality and impact, whereas the citation‐as‐persuasion camp views citations as no more than rhetorical devices. While neither view can fully explain how authors use citations, citation‐as‐reward prevails as the dominant interpretation.  相似文献