Designing learning environments to promote competent lay engagement with science     

Clark A. Chinn  Susan A. Yoon  Huma Hussain-Abidi  Kyle Hunkar  Noora F. Noushad  Amanda M. Cottone  Thomas Richman 《European Journal of Education》2023,58(3):407-421

An important goal of science education is promoting scientific literacy—the competence to interact with science as laypeople to solve problems and make decisions in their personal and community lives. This is made more challenging in an age of increasing science denialism. In this article, we discuss how to design learning environments for science education that can help students attain scientific literacy. We argue that science curricula should encompass lessons with two distinguishable foci. One focus engages students in understanding the reliability of science. The second focus engages students as laypeople interacting with science in the public sphere. We discuss these two curricular foci, presenting examples from our own work on designing and implementing instruction with the first focus.  相似文献   

Musculoskeletal stiffness during hopping and running does not change following downhill backwards walking     

Corey W. Joseph  Elizabeth J. Bradshaw  Justin Kemp  Ross A. Clark 《Sports biomechanics / International Society of Biomechanics in Sports》2014,13(3):241-258

Eccentric contractions that provide spring energy can also cause muscle damage. The aim of this study was to explore leg and vertical stiffness following muscle damage induced by an eccentric exercise protocol. Twenty active males completed 60 minutes of backward-walking on a treadmill at 0.67 m/s and a gradient of ? 8.5° to induce muscle damage. Tests were performed immediately before; immediately post; and 24, 48, and 168 hours post eccentric exercise. Tests included running at 3.35 m/s and hopping at 2.2 Hz using single- and double-legged actions. Leg and vertical stiffness were measured from kinetic and kinematic data, and electromyography (EMG) of five muscles of the preferred limb were recorded during hopping. Increases in pain scores (over 37%) occurred post-exercise and 24 and 48 hours later (p < 0.001). A 7% decrease in maximal voluntary contraction occurred immediately post-exercise (p = 0.019). Changes in knee kinematics during single-legged hopping were observed 168 hours post (p < 0.05). No significant changes were observed in EMG, creatine kinase activity, leg, or vertical stiffness. Results indicate that knee mechanics may be altered to maintain consistent levels of leg and vertical stiffness when eccentric exercise-induced muscle damage is present in the lower legs.  相似文献   

Clash of Cultures in the Classroom     

Kenneth B. Clark 《Equity & Excellence in Education》2013,46(4):7-14

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THE FRATERNITY IN THE STATE UNIVERSITY     

Thomas Arkle Clark 《Religious education (Chicago, Ill.)》2013,108(4):327-334

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Playing Around: Benefits,Assessments, and Guidelines for Adolescents' Educational Games     

Dr. Linda Nielsen Clark 《Clearing house (Menasha, Wis.)》2013,86(3):107-110

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Public Schooling,the Market Metaphor,and Parental Choice     

Clark Robenstine 《The Educational forum》2013,77(3):234-243

Leading organizational change is like climbing a mountain. Transformational leaders must prepare to lead change, understand the process and nature of change, and provide the essential gear so that those involved can be successful. The author draws on the literature and personal experiences as a hiker and change leader to provide a guide for leading organizational change.  相似文献   

YOU CAN TOUCH THIS: SIMULATION EXERCISES FOR AGING AND DISABILITY     

M. Cherie Clark  Paul W. Foos  Manon H. Faucher 《Educational gerontology》2013,39(7):643-651

Materials and exercises that may be used to simulate some of the deficits that occur in vision, hearing, mobility, and manual dexterity with increased age or disability are described. How arthritis, stroke, glaucoma, cataracts, and yellowing of the lens of the eye may be simulated is explained. The demonstrations are appropriate for educating health care professionals in gerontology and geriatrics and have been used with students of all ages.  相似文献   

Book reviews     

Friedrich Edding  G. W. Parkyn  Renzo Titone  Oskar Anweiler  Frederic Lilge  John Vaizey  Werner Levi  B. Magierska  Walter Schultze  Mary Ewen Ulich  Ben Morris  Ignacy SzAniawski  G. de Landsheere  M. L. Kellmer Pringle  W. Lenz  Rudolf Haas  John Bradley  Josip Lukatela  M. J. Langeveld  S. Wiegersma  H. H. Stern  H. P. Rickman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,8(3-4):471-498

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‘I guess it scares us’ – Teachers discuss the teaching of poetry in senior secondary English     

Mary Weaven  Tom Clark 《English in Education》2013,47(3):197-212

This article reports on a participant‐centred research project with English teachers in a senior secondary college in Melbourne, Australia. It builds on previous research (Weaven and Clark 2009, 2011), which showed a low take‐up of the opportunities to teach poetry in Victoria's senior secondary English curriculum. This study explores the reasons why teachers of English are unwilling to use poetry texts in their senior classes. The teachers who participated in this study discussed and documented their attitudes towards the teaching of poetry and explored with each other the pedagogical challenges associated with teaching poetry. Their discussions – an analysis of which forms the empirical core of this article – reveal a range of explanations for teachers' reservations about offering poetry to their students. Importantly, these teachers were able to use professional discussion as a means to consider what changes in teaching practice could be successfully developed to facilitate more time spent on the teaching of poetry in senior secondary classes.  相似文献   

The influence of exercise intensity on frontal electroencephalographic asymmetry and self-reported affect     

Woo M  Kim S  Kim J  Petruzzello SJ  Hatfield BD 《Research quarterly for exercise and sport》2010,81(3):349-359

The "feel better" effect of exercise has been well established, but the optimal intensity needed to elicit a positive affective response is controversial. In addition, the mechanisms underlying such a response are unclear To clarify these issues, female undergraduate students were monitored for electroencephalographic (EEG) and self-reported affective responses during the recovery period following rest, low, moderate, and high intensities of treadmill running, each lasting 30 min. Frontal EEG asymmetry and self-reported vigor scores following exercise at all three intensities were significantly elevated compared to those observed following rest. The results suggest that steady-state aerobic exercise bouts executed at varying intensities induce a similar affective response during the recovery period when assessed at both the behavioral and psychophysiological levels.  相似文献