An Investigation of Media Influences on Elementary Students Representations of Scientists     

Donna Farland-Smith  Kevin Finson  William J. Boone  Melissa Yale 《Journal of Science Teacher Education》2014,25(3):355-366

Even long before children are able to verbalize which careers may be interesting to them, they collect and store ideas about scientists. For these reasons, asking children to Draw-A-Scientist has become an accepted method to provide a glimpse into how children represent and identify with those in the science fields. Years later these representations may translate into student’s career choice. Since 1995, children’s illustrations of scientists have been assessed by the Draw-A-Scientist Checklist (DAST-C). The checklist was created from the common aspects or features found in illustrations from previous studies and were based initially on the scientists, broken down into “stereotypical” and “alternative” images shown in the drawings. The purpose of this paper is to describe the development, field test and reliability of the modified Draw-A-Scientist Test (DAST) and The Draw-A-Scientist Rubric designed as an improvement of the DAST-C to provide a more appropriate method of assessing students’ drawings of scientists. The combination of the modified DAST and the DAST Rubric brings more refinement as it enables clarities to emerge and subsequently increased detail to what one could ascertain from students about their mental images of scientists.  相似文献   

Editorial     

Kevin Leander 《Learning, Media and Technology》2014,39(4):405-408

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Anatomy integration blueprint: A fourth‐year musculoskeletal anatomy elective model          下载免费PDF全文

Michelle D. Lazarus  Gordon L. Kauffman Jr.  Milind J. Kothari  Timothy J. Mosher  Matthew L. Silvis  John R. Wawrzyniak  Daniel T. Anderson  Kevin P. Black 《Anatomical sciences education》2014,7(5):379-388

Current undergraduate medical school curricular trends focus on both vertical integration of clinical knowledge into the traditionally basic science‐dedicated curricula and increasing basic science education in the clinical years. This latter type of integration is more difficult and less reported on than the former. Here, we present an outline of a course wherein the primary learning and teaching objective is to integrate basic science anatomy knowledge with clinical education. The course was developed through collaboration by a multi‐specialist course development team (composed of both basic scientists and physicians) and was founded in current adult learning theories. The course was designed to be widely applicable to multiple future specialties, using current published reports regarding the topics and clinical care areas relying heavily on anatomical knowledge regardless of specialist focus. To this end, the course focuses on the role of anatomy in the diagnosis and treatment of frequently encountered musculoskeletal conditions. Our iterative implementation and action research approach to this course development has yielded a curricular template for anatomy integration into clinical years. Key components for successful implementation of these types of courses, including content topic sequence, the faculty development team, learning approaches, and hidden curricula, were developed. We also report preliminary feedback from course stakeholders and lessons learned through the process. The purpose of this report is to enhance the current literature regarding basic science integration in the clinical years of medical school. Anat Sci Educ 7: 379–388. © 2014 American Association of Anatomists.  相似文献   

Identifying Key Features of Effective Active Learning: The Effects of Writing and Peer Discussion     

Debra L. Linton  Wiline M. Pangle  Kevin H. Wyatt  Karli N. Powell  Rachel E. Sherwood 《CBE life sciences education》2014,13(3):469-477

We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning.  相似文献   

Nutrition for the sprinter     

Tipton KD  Jeukendrup AE  Hespel P;International Association of Athletics Federations 《Journal of sports sciences》2007,25(Z1):S5-15

The primary roles for nutrition in sprints are for recovery from training and competition and influencing training adaptations. Sprint success is determined largely by the power-to-mass ratio, so sprinters aim to increase muscle mass and power. However, extra mass that does not increase power may be detrimental. Energy and protein intake are important for increasing muscle mass. If energy balance is maintained, increased mass and strength are possible on a wide range of protein intakes, so energy intake is crucial. Most sprinters likely consume ample protein. The quantity of energy and protein intake necessary for optimal training adaptations depends on the individual athlete and training demands; specific recommendations for all sprinters are, at best, useless, and are potentially harmful. However, if carbohydrate and fat intake are sufficient to maintain energy levels, then increased protein intake is unlikely to be detrimental. The type and timing of protein intake and nutrients ingested concurrently must be considered when designing optimal nutritional strategies for increasing muscle mass and power. On race day, athletes should avoid foods that result in gastrointestinal discomfort, dehydration or sluggishness. Several supplements potentially influence sprint training or performance. Beta-alanine and bicarbonate may be useful as buffering agents in longer sprints. Creatine may be efficacious for increasing muscle mass and strength and perhaps increasing intensity of repeat sprint performance during training.  相似文献   

The Ideal Lecturer as Seen by Mature Age External Students     

Kevin R. Smith 《Asia-Pacific Journal of Teacher Education》1978,6(1):74-78

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Inner Monsters in Sexy Beast     

Kevin W. Sweeney 《Journal of American culture (Malden, Mass. : 2003)》2003,26(1):63-70

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Closing the Circle: Travelling with 'The Railway Man'     

Kevin Murphy 《English in Education》2003,37(2):16-18

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The Linguistic Content of Music Education Broadcasts [1]     

Robert D. Growther  Kevin Durkin 《Educational studies》1984,10(1):31-41

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The downside of being irrelevant and aloof: Exploring why individuals do not attend sport     

Daniel Lock  Kevin Filo 《Sport Management Review》2012,15(2):187-199

Understanding what influences an individual to transition from awareness that a sport team exists to attraction to that team is of critical importance in the management and development of consumer bases. Determining the factors that prevent individuals at a stage of awareness from becoming attracted is of equal importance. In this paper we use a social identity approach to explore reasons for non-attendance. Qualitative data were gathered from a mixed-method online survey administered to registered participants in a large football (soccer) association in New South Wales. The questionnaire included an open-ended question allowing individuals who had not attended a match during the previous 12 months to elaborate on the reasons that they did not attend. The seventy-five individuals who responded to this open-ended question comprise the sample for this research. Data highlighted that cognitive apathy and disidentification were both salient cognitive responses associated with individuals who did not attend. Furthermore, club values and characteristics were shown to influence team-based perceptions. The findings present implications for sport teams to overcome cognitive apathy and disidentification through organisation-initiated efforts to disseminate information and promote the team, as well as efforts to align team characteristics and values with consumer perceptions.  相似文献