Secondary school science predictors of academic performance in university bioscience subjects     

Rod Green  Elizabeth Brown  Alex Ward 《Anatomical sciences education》2009,2(3):113-118

In 2009 the Faculty of Health Sciences at La Trobe University in Melbourne, Australia is introducing a common first year for 11 different undergraduate courses in the faculty. Current prerequisite science entry requirements vary with course and range from none to at least two science or mathematics subjects and from ～50 to 99 in Equivalent National Tertiary Entrance Rank (ENTER) scores. Under the previous structure, students in different courses completed a variety of different subjects at first year. Concern about the ability of such disparate groups to complete a common first year led to the current investigation of the relationships between year 12 (final year of secondary school) science subjects and performance in first year university bioscience subjects. Year 12 results for all science‐related units and ENTER scores were obtained for all Victorian students enrolling in a first year course in the Faculty of Health Sciences in 2005 and 2006. Regression and other analyses were conducted for five first year bioscience subjects. The ENTER score was the best predictor of academic performance in all units except regional anatomy. Performance in many secondary school science subjects was highly predictive of performance in physiology, combined systematic physiology and anatomy and biomechanics units, but again not for regional anatomy units. It appears that year 12 performance in science subjects and ENTER scores may be important predictors of success in physiology, but not regional anatomy subjects at university. It is possible that regional anatomy is an entirely new subject area that requires new types of learning unrelated to year 12 science subjects. Anat Sci Ed 2:113‐118, 2009. © 2009 American Association of Anatomists.  相似文献   

Fatigue decreases skilled tennis performance   总被引：1，自引：1，他引：0  

Davey PR  Thorpe RD  Williams C 《Journal of sports sciences》2002,20(4):311-318

The aim of this study was to examine the effect of fatigue from maximal tennis hitting on skilled tennis performance. Eighteen senior county tennis players (9 males, 9 females) volunteered to participate in the study. Their mean (+/- s(mean)) age and body mass were as follows: males 20.7 +/- 0.9 years and 60.6 +/- 2.7 kg respectively, females 21.7 +/- 0.6 years and 71.5 +/- 1.8 kg respectively. The players undertook two performance tests, both against a tennis ball serving machine, on an indoor tennis surface: (1) a pre- and post-skill test of groundstrokes and service; (2) the Loughborough Intermittent Tennis Test (4 min work plus 40 s recovery) to volitional fatigue. Body mass decreased by 1.5% (P < 0.0001). Mean heart rates differed between rest, post-warm-up and all intermittent test values (P < 0.01), between the pre- and post-skill tests (P < 0.0001) and between bouts and recoveries (P < 0.01). Peak blood glucose and lactate concentrations were 5.9 mmol l(-1) (50% into the intermittent tennis test) and 9.6 +/- 0.9 mmol x l(-1) (25% into the test) respectively. Mean time to volitional fatigue was 35.4 +/- 4.6 min. Groundstroke hitting accuracy decreased by 69% from start to volitional fatigue in the intermittent test (P < 0.01). Service accuracy to the right court declined by 30% after the intermittent tennis test. The results of this study suggest that fatigue was accompanied by a decline in some but not all tennis skills.  相似文献   

A computer-graphics model of muscle activation and contraction dynamics     

Barrett R  van Soest AJ  Neal R 《Sports biomechanics / International Society of Biomechanics in Sports》2002,1(1):105-121

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Exploring ideas about magnets     

John Bailey  Rod Francis  Doug Hill 《Research in Science Education》1987,17(1):113-116

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Singapore Students' Perceptions of Graphs,Charts and Maps     

Jessie Yuk-Yong Wong  Rod Gerber 《Asia Pacific Journal of Education》1997,17(2):63-76

Graphs, charts and maps are often used to present quantitative information. Students learn about these in geography, mathematics and other subjects across the curriculum. From contact with school teachers it has been found that many students have problems with graphic representations. This is often seen as a problem of teaching method rather than a problem concerning students' understanding. Studies in Sweden (Ottosson & Aberg-Bengtsson, 1995) and Australia (Gerber et al., 1995) confirm that it is not teaching methods alone that matter. The studies also indicate that the meanings assigned by beholders of graphs, charts and maps are closely linked to their life experiences. This is similarly so for Singapore students. Over thirty students ranging from 11 to 20 years of age were interviewed on their interpretation of a set of graphs, charts and maps of an imaginary world. A phenomenographic analysis shows that the students experienced considerable variations in their perceptions of graphic representations of quantitative data (graphs, charts and maps). These variations are represented in an outcome space diagram showing three major levels of understanding.  相似文献   

Collaborative Relationships Within School‐Based Experiences     

John A. Henry  Rod Charles 《Asia-Pacific Journal of Teacher Education》1985,13(1):53-62

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Liking to be liked: imitation,familiarity and pedagogy in the first years of life     

Rod Parker‐Rees 《Early Years: An International Journal of Research and Development》2007,27(1):3-17

This paper offers a review of the literature on the role of imitation in the earliest stages of social interaction between babies and familiar partners. The review focuses on the ways in which reciprocal imitation marks familiar relationships that provide special contexts for babies to engage actively and exuberantly in the construction of a shared culture. Because adults' perception of a baby's actions and intentions are filtered by the adult's experience of living within a particular culture, babies can obtain valuable information about this culture from the differences between what they do and how familiar adults respond to them. As they become increasingly interested in the social meaning of people's behaviour, infants also become more sensitive about how their own actions may be interpreted, showing pride and delight when their intentions are realised and embarrassed withdrawal when their efforts fail. When very young children are observed in unfamiliar contexts and when they are cared for and educated in professional settings, they may have relatively few opportunities for lively, joyful exchanges with reassuringly familiar partners and this can distort adults' perceptions of ‘normal’ infant behaviour. It is argued that adults' attentive interest in mutually enjoyable exchanges with young children is an important difference between humans and other apes and provides an essential foundation for pedagogy and for children's active participation in a shared culture.  相似文献   

Student counselling in Canadian universities     

Rod M. Mccormick  David W. Paterson 《International journal for the advancement of counseling》1995,18(4):235-243

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Towards university lectures' conceptions of student learning     

Bruce  Christine  Gerber  Rod 《Higher Education》1995,29(4):443-458

A range of studies conducted since the late 1970s have sought to describe students' conceptions of learning, and more recently, teachers' conceptions of teaching. These studies, using what has come to be known as the phenomenographic approach, have identified conceptions of teaching, and conceptions of learning which have had a significant impact on the teaching-learning culture of higher education institutions in many parts of the world. The study reported here contributes to our understanding of student learning, describing it from the viewpoint of lectures from a range of disciplines. From the viewpoint of these lectures student learning was seen variously as: acquiring knowledge through the use of study skills; the absorption of new knowledge and being able to explain and apply it; the development of thinking skills and the ability to reason; developing the competencies of beginning professionals; changing personal attitudes, beliefs or behaviours in responding to different phenomena; and a participative pedagogic experience. The relationship between these conceptions and previously identified conceptions of teaching and learning is discussed.  相似文献   

Reforming Teachers' Pay Systems: The Advanced Skills Teacher in Australia   总被引：1，自引：0，他引：1  

Lawrence Ingvarson  Rod Chadbourne 《Journal of Personnel Evaluation in Education》1997,11(1):7-30

Over the past five years, Australian education systems have attempted to establish a new career path for teachers called the Advanced Skills Teacher (AST) classification. The reform emanated from a historic and unique coming together of all teacher unions throughout the country to make a joint submission to the Industrial Relations Commission. Potentially, the AST constituted one of the most progressive educational initiatives ever adopted in Australia. In this article we review what happened in practice. Our findings point to a dilemma for those who might attempt to introduce professional career paths for teachers in the future. Fundamental improvements to teachers' pay systems and career structures undoubtedly depend on initiatives within the industrial relations arena. However, this arena proved to be an unsuitable context in which to develop the kind of teaching standards and performance assessments that are essential for career paths based on quality of practice. We concl ude that these tasks require instead the creation of stable, national, expert professional bodies that embrace all stakeholders.  相似文献