The sources of theoretical principles for science method programs: A new setting explored     

Rod Fawns 《Research in Science Education》1984,14(1):173-180

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Science and report writing     

Dr. Rod Francis  Dr. Doug Hill 《Research in Science Education》1991,21(1):123-132

In recent years Australian primary schools have adopted an across-the-curriculum approach to writing. However, relatively little research has been conducted in the area of primary science. This paper reports the result of a small scale collaborative study involving a Year 2 and a Year 5 class, and their classroom teacher, which used science activities as the basis for developing report-writing skills using a framework consisting of three focus questions. Students in both classes learned to use the framework in one term and it was found that it improved the quality of reports. Specialisations: science and technology curriculum development, secondary and primary teacher education in agriculture, science and environmental education. Specialisations: cognition and curriculum, early childhood and primary teacher education in science and social education.  相似文献   

Rocking your role: the how-to guide to success for female breadwinners     

Philip Whiteley 《Action Learning: Research and Practice》2013,10(2):207-209

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Effects of swing-weight on swing speed and racket power   总被引：1，自引：0，他引：1  

Cross R  Bower R 《Journal of sports sciences》2006,24(1):23-30

Measurements are presented of the speed at which six different rods could be swung by four male students. Three of the rods had the same mass but their swing-weight (i.e. moment of inertia) differed by large factors. The other three rods had the same swing-weight but different masses. Our primary objective was to quantify the effects of mass and swing-weight on swing speed. The result has a direct bearing on whether baseball, tennis, cricket and golf participants should choose a heavy or light implement to impart maximum speed to a ball. When swinging with maximum effort, swing speed (V) was found to decrease as swing-weight (Io) increased, according to the relation V = C/Ion, where C is a different constant for each participant and n = 0.27 when Io > 0.03 kg x m2. Remarkably similar results were obtained previously with softball bats (where n = 0.25) and golf clubs (where n = 0.26). Swing speed remained approximately constant as swing mass increased (when keeping swing-weight fixed). The implications for racket power are discussed.  相似文献   

帮助运动员支持1天进行2次训练   总被引：2，自引：0，他引：2  

J．MarkDavis MikeGentry DaveKennedy DeanKleinschmidt A．T．C． RodWalterss D．A． ClydeWilliams常翠青  陈吉棣 《体育科学》2001,21(1):91-94

1天2次的训练通常是美国橄榄球进行比赛季节早期身体条件训练和许多其他运动项目进行常年运动训练的一部分。额外的训练有助于加速身体条件训练，给力量训练和技能发展留出时间，还有助于在队友中发展同志合作精神。1天2次训练的特点是强调体质的适应性。在夏季训练时，运动员频繁地置身于附加的湿热环境应激下。我们专家组就1天2次训练中的高能量需要、有限的恢复时间和“制造伤口”的心理应激问题进行讨论，基于科学理论和临床经验提出帮助运动员在1天2次的训练中获得最大的成效的策略。  相似文献   

Performance level differences in swimming: a meta-analysis of passive drag force     

Havriluk R 《Research quarterly for exercise and sport》2005,76(2):112-118

The streamline is a basic position for competitive swimming starts and turns and has been used in many studies on resistiveforces. However, there is a wide variety of theoretical interpretations in these studies, leading to diverse and questionable conclusions. The purpose of this study was to determine performance level differences in the streamline position using a meta-analysis. Faster swimmers had a significantly lower coefficient of drag (Cd) than slower swimmers, (M = .57, z = 4.30, p < . 001, SE = .13, 95 % CI = .32-.82) and, therefore, a more effective streamline position. The results support considering all the related variables in a study ofpassive drag and using the Cd to discriminate between performance levels in swimming.  相似文献   

Science teacher participation in reviews of syllabi—more than an organizational dilemma     

Fawns  Rod 《Research in Science Education》1981,11(1):8-16

Research in Science Education -  相似文献   

Factorial validity and invariance of a self-report measure of physical activity among adolescent girls     

Motl RW  Dishman RK  Dowda M  Pate RR 《Research quarterly for exercise and sport》2004,75(3):259-271

We examined the factorial validity and factorial invariance of the 3-day physical activity recall (3DPAR) using confirmatory factor analysis. Adolescent girls from two cohorts (N = 955, N = 1,797) completed the 3DPAR in the eighth grade; participants in Cohort 2 (N = 1,658) completed the 3DPAR again 1 year later in the ninth grade. The 3DPAR was best represented by two uncorrelated factors in Cohort 1. The two-factor, uncorrelated measurement model exhibited evidence of cross-validity between Cohorts 1 and 2. This model also exhibited configural and partial metric invariance between race and across time. Hence, the 3DPAR consisted of two uncorrelated factors underlying three indicators of both moderate and vigorous physical activity in this sample of Black and White girls across a 1-year period. The 3DPAR can be used in cross-sectional, prospective cohort and intervention studies that examine mediators and moderators of physical activity among Black and White adolescent girls.  相似文献   

Physical activities and sedentary pursuits in African American and Caucasian girls     

Dowda M  Pate RR  Felton GM  Saunders R  Ward DS  Dishman RK  Trost SG 《Research quarterly for exercise and sport》2004,75(4):352-360

The purposes of this study were to describe and compare the specific physical activity choices and sedentary pursuits of African American and Caucasian American girls. Participants were 1,124 African American and 1,068 Caucasian American eighth-grade students from 31 middle schools. The 3-Day Physical Activity Recall (3DPAR) was used to measure participation in physical activities and sedentary pursuits. The most frequently reported physical activities were walking, basketball, jogging or running, bicycling, and social dancing. Differences between groups were found in 11 physical activities and 3 sedentary pursuits. Participation rates were higher in African American girls (p < or = .001) for social dancing, basketball, watching television, and church attendance but lower in calisthenics, ballet and other dance, jogging or running, rollerblading, soccer, softball or baseball, using an exercise machine, swimming, and homework. Cultural differences of groups should be considered when planning interventions to promote physical activity.  相似文献   

Negotiating an Australian general science. The professional dilemma 1939–45     

Rod Fawns 《Research in Science Education》1985,15(1):166-175

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