Improving students' understanding of quantum mechanics

NASA Astrophysics Data System (ADS)

Zhu, Guangtian

2011-12-01

Learning physics is challenging at all levels. Students' difficulties in the introductory level physics courses have been widely studied and many instructional strategies have been developed to help students learn introductory physics. However, research shows that there is a large diversity in students' preparation and skills in the upper-level physics courses and it is necessary to provide scaffolding support to help students learn advanced physics. This thesis explores issues related to students' common difficulties in learning upper-level undergraduate quantum mechanics and how these difficulties can be reduced by research-based learning tutorials and peer instruction tools. We investigated students' difficulties in learning quantum mechanics by administering written tests and surveys to many classes and conducting individual interviews with a subset of students. Based on these investigations, we developed Quantum Interactive Learning Tutorials (QuILTs) and peer instruction tools to help students build a hierarchical knowledge structure of quantum mechanics through a guided approach. Preliminary assessments indicate that students' understanding of quantum mechanics is improved after using the research-based learning tools in the junior-senior level quantum mechanics courses. We also designed a standardized conceptual survey that can help instructors better probe students' understanding of quantum mechanics concepts in one spatial dimension. The validity and reliability of this quantum mechanics survey is discussed.

Relationships between Physical Activity Levels, Self-Identity, Body Dissatisfaction and Motivation among Spanish High School Students.

PubMed

Sánchez-Miguel, Pedro Antonio; Leo, Francisco Miguel; Amado, Diana; Pulido, Juan José; Sánchez-Oliva, David

2017-10-01

The aim of this study was to examine the relationships between gender and the educational grade on the one hand, and physical activity levels, motivation, self-identity, body dissatisfaction, the intention to be physically active and daily sitting time on the other, in a sample of Spanish high school adolescents. The sample consisted of 2087 Spanish students from the 3rd (n = 1141) and 4th grade (n = 946), both male (n = 1046) and female (n = 1041), ranging in age from 15 to 17 years old (M = 15.42; SD = .86). Students completed questionnaires to assess their levels of physical activity, self-identity, motivation, intention to be physically active and daily sitting time. The students' perceptions of their body height and mass were also tested. With the exception of walking MET values, the results showed gender differences in the variables tested. Male participants showed higher intrinsic motivation and lower amotivation than female participants. Furthermore, male students revealed higher levels of physical activity than female students. Finally, the research concluded with the importance of promoting intrinsic reasons for physical activity in order to encourage positive consequences in high school students.

University Students' Attitudes toward Physical Education Teaching

ERIC Educational Resources Information Center

Li, Fengjuan; Chen, Junjun; Baker, Miles

2014-01-01

While there have been many studies into students' attitudes toward Physical Education at the school level, far fewer studies have been conducted at the university level, especially in China. This study explored 949 students' attitudes toward their university Physical Education experiences in four Chinese universities. An intercorrelated model of…

Chinese College Students' Physical Activity Correlates and Behavior: A Transtheoretical Model Perspective

ERIC Educational Resources Information Center

Xiong, Shanying; Li, Xianxiong; Tao, Kun; Zeng, Nan; Ayyub, Mohammad; Peng, Qingwen; Yan, Xiaoni; Wang, Junli; Wu, Yizhong; Lei, Mingzhi

2017-01-01

Guided by the Transtheoretical Model (Prochaska & DiClemente, 1982), this study investigated the differences of physical activity levels and correlates (i.e., self-efficacy, decisional balance, process of change) across different stages of change levels among Chinese college students. The relationships between students' physical activity…

Predictors of physical activity and barriers to exercise in nursing and medical students.

PubMed

Blake, Holly; Stanulewicz, Natalia; Mcgill, Francesca

2017-04-01

To investigate physical activity levels of nursing and medicine students, examine predictors of physical activity level and examine the most influential benefits and barriers to exercise. Healthcare professionals have low levels of physical activity, which increases their health risk and may influence their health promotion practices with patients. We surveyed 361 nursing (n = 193) and medicine (n = 168) students studying at a UK medical school. Questionnaire survey, active over 12 months in 2014-2015. Measures included physical activity level, benefits and barriers to exercise, social support, perceived stress and self-efficacy for exercise. Many nursing and medicine students did not achieve recommended levels of physical activity (nursing 48%; medicine 38%). Perceived benefits of exercise were health related, with medicine students identifying additional benefits for stress relief. Most notable barriers to exercise were as follows: lack of time, facilities having inconvenient schedules and exercise not fitting around study or placement schedules. Nursing students were less active than medicine students; they perceived fewer benefits and more barriers to exercise and reported lower social support for exercise. Physical activity of nursing and medicine students was best predicted by self-efficacy and social support, explaining 35% of the variance. Physical activity should be promoted in nursing and medicine students. Interventions should aim to build self-efficacy for exercise and increase social support. Interventions should be developed that are targeted specifically to shift-working frontline care staff, to reduce schedule-related barriers to exercise and to increase accessibility to workplace health and well-being initiatives. © 2016 John Wiley & Sons Ltd.

Partners in Physics with Colorado School of Mines' Society of Physics Students

NASA Astrophysics Data System (ADS)

Moore, Shirley; Stilwell, Matthew; Boerner, Zach

2011-04-01

The Colorado School of Mines (CSM) Society of Physics Students (SPS) revitalized in 2008 and has since blown up with outreach activity, incorporating all age levels into our programs. In Spring 2010, CSM SPS launched a new program called Partners in Physics. Students from Golden High School came to CSM where they had a college-level lesson on standing waves and their applications. These students then joined volunteers from CSM in teaching local elementary school students about standing waves beginning with a science show. The CSM and high school students then helped the children to build make-and-take demonstrations incorporating waves. This year, rockets are the theme for Partners in Physics and we began with demonstrations with local middle school students. In Spring 2011, CSM SPS will be teaching elementary school students about projectile motion and model rockets along with these middle school students. Colorado School of Mines Department of Physics

Relationships between Physical Activity Levels, Self-Identity, Body Dissatisfaction and Motivation among Spanish High School Students

PubMed Central

Sánchez-Miguel, Pedro Antonio; Leo, Francisco Miguel; Amado, Diana; Pulido, Juan José; Sánchez-Oliva, David

2017-01-01

Abstract The aim of this study was to examine the relationships between gender and the educational grade on the one hand, and physical activity levels, motivation, self-identity, body dissatisfaction, the intention to be physically active and daily sitting time on the other, in a sample of Spanish high school adolescents. The sample consisted of 2087 Spanish students from the 3rd (n = 1141) and 4th grade (n = 946), both male (n = 1046) and female (n = 1041), ranging in age from 15 to 17 years old (M = 15.42; SD = .86). Students completed questionnaires to assess their levels of physical activity, self-identity, motivation, intention to be physically active and daily sitting time. The students’ perceptions of their body height and mass were also tested. With the exception of walking MET values, the results showed gender differences in the variables tested. Male participants showed higher intrinsic motivation and lower amotivation than female participants. Furthermore, male students revealed higher levels of physical activity than female students. Finally, the research concluded with the importance of promoting intrinsic reasons for physical activity in order to encourage positive consequences in high school students. PMID:29134046

Physical activity, nutritional status, and dietary habits of students of a medical university.

PubMed

Grygiel-Górniak, Bogna; Tomczak, Andrzej; Krulikowska, Natalia; Przysławski, Juliusz; Seraszek-Jaros, Agnieszka; Kaczmarek, Elżbieta

Nutritional habits and physical activity influence the health status of young adults. In this study, we engaged a group of 151 students from a medical university (90 female and 61 male subjects). Anthropometric parameters, dietary habits (a 7-day dietary recall), and level of physical activity were measured. It was found that the daily food rations of female (F) and male (M) students were improperly balanced and characterized by high amount of total and animal protein, phosphorus, vitamin A, cholesterol, and insufficient intake of carbohydrates, dietary fiber, and vitamin C. Female subjects consumed low amounts of total fat and calcium. The intake of protein (total and animal), fat, phosphorus, and cholesterol correlated with higher body mass. The physical activity of the students was found to be higher than the average physical activity of the European Union populations, and a general tendency of lowering level of physical activity with age was observed. Students with the highest level of physical activity (MET > 1500) consumed lower amounts of simple carbohydrates (galactose and saccharose) when compared to students with lower physical activity (MET < 600, p  < 0.05). Therefore, this study concluded that the dietary habits should be modified to prevent the development of diet-dependent diseases. Various forms of physical activity should be proposed to students and they should be encouraged to participate in high level of physical activity so as to promote good health status.

Tobacco abuse and physical activity among medical students

PubMed Central

2009-01-01

Objective This lifestyle is mainly determined during childhood and connected with poor public prophylactic health policy. The aim of this study was to estimate physical activity and level of tobacco abuse, as well as knowledge about health behaviours, among medical students. Methods Questionnaires were completed by Polish (243) and foreign medical students (80). Results It was stated that about 20% of the students smoked cigarettes. Female students from Norway took up smoking significantly more often than other participants, whereas there were more smokers among those from Poland. There was a significantly larger percentage of smoking males from Norway than among male Polish students. The same students presented a low level of physical activity. The smallest level of physical activity was characteristic of the Polish women. Conclusion This situation requires an intensification of activities aimed at supporting pro-health lifestyles and the elimination of unfavourable effects, especially among medical students. PMID:20156733

Students' Motivation, Physical Activity Levels, & Health-Related Physical Fitness in Middle School Physical Education

ERIC Educational Resources Information Center

Gao, Zan; Newton, Maria; Carson, Russell L.

2008-01-01

This study examines the predictive utility of students' motivation (self-efficacy and task values) to their physical activity levels and health-related physical fitness (cardiovascular fitness and muscular strength/endurance) in middle school fitness activity classes. Participants (N = 305) responded to questionnaires assessing their self-efficacy…

Are school-level factors associated with primary school students' experience of physical violence from school staff in Uganda?

PubMed Central

Knight, Louise; Nakuti, Janet; Allen, Elizabeth; Gannett, Katherine R.; Naker, Dipak; Devries, Karen M.

2016-01-01

Background The nature and structure of the school environment has the potential to shape children's health and well being. Few studies have explored the importance of school-level factors in explaining a child's likelihood of experiencing violence from school staff, particularly in low-resource settings such as Uganda. Methods To quantify to what extent a student's risk of violence is determined by school-level factors we fitted multilevel logistic regression models to investigate associations and present between-school variance partition coefficients. School structural factors, academic and supportive environment are explored. Results 53% of students reported physical violence from staff. Only 6% of variation in students' experience of violence was due to differences between schools and half the variation was explained by the school-level factors modelled. Schools with a higher proportion of girls are associated with increased odds of physical violence from staff. Students in schools with a high level of student perceptions of school connectedness have a 36% reduced odds of experiencing physical violence from staff, but no other school-level factor was significantly associated. Conclusion Our findings suggest that physical violence by school staff is widespread across different types of schools in this setting, but interventions that improve students' school connectedness should be considered. PMID:26647396

Trends in Physical Activity Interest in the College and University Setting

ERIC Educational Resources Information Center

Melton, Bridget; Hansen, Andrew; Gross, Jonathon

2010-01-01

High levels of interest in physical activity courses correlate positively with student participation. Awareness of students' physical activity interests allows college and university program coordinators to match student interests with appropriate course offerings. Purpose: The purpose of this research is to track students' physical activity…

Malaysian Students' Motivation towards Physics Learning

ERIC Educational Resources Information Center

Saleh, Salmiza

2014-01-01

The purpose of this survey study was to examine the level of Malaysian students' motivation with regards to the learning of Physics at the secondary school level, and its influencing factors. The study was carried out on 337 Form Four students who took Physics as a subject, from six schools in a northern state of Malaysia--three from urban areas,…

High school students' perceptions of physics

NASA Astrophysics Data System (ADS)

Checkley, Doug

There are far fewer high school students enrolled in physics than in chemistry or biology courses within the province of Alberta (Alberta Education, 2007). Students are also completing the highest level math course in larger numbers than those taking physics. It appears that a fear of physics exists within students in our province; this fear seems to be related to a level of difficulty the students associate with physics. Many students either opt to not take physics or enter the course with the expectation of failure. In this study I explored the impact of physics' reputation upon a group of students who chose not to take physics. In addition, I attempted to determine whether the perception of the difficulty of high school physics is accurate. This was done by investigating the perceptions of several students who took physics. I surveyed students from one high school in a small urban school district using group interviews. The students were in grades 10 to 12 and divided into groups of Science 10, Physics 20 and Physics 30 students. The students were interviewed to gain a deeper understanding of what perceptions they have about physics and why they may have them, hoping to identify factors that affect their academic decision to take or not take physics classes. For the students interviewed, I found that the biggest influence on their decisions to take or not take physics was related to their future aspirations. The students were also heavily influenced by their perceptions of physics. The students who took physics claimed that physics was not as difficult as they had believed it to be and they reported that it was interesting, enjoyable and relevant. Those students who had chosen to not take physics perceived it would be difficult, irrelevant and boring. Therefore, a major difference of perception exists between the students who took physics and those that did not.

Multiple Intelligence Levels of Physical Education and Sports School Students

ERIC Educational Resources Information Center

Ekici, Summani

2011-01-01

The purpose of this research is to analyze the multiple intelligence levels of academies of physical education and sports students according to some demographic factors. To obtain data about multiple intelligence levels in the research, the multiple intelligence inventory, developed by Ozden (2003), was applied to a total of 1.199 students, of…

Gender and School-Level Differences in Students' Moderate and Vigorous Physical Activity Levels When Taught Basketball through the Tactical Games Model

ERIC Educational Resources Information Center

Harvey, Stephen; Smith, Megan L.; Song, Yang; Robertson, David; Brown, Renee; Smith, Lindsey R.

2016-01-01

The Tactical Games Model (TGM) prefaces the cognitive components of physical education (PE), which has implications for physical activity (PA) accumulation. PA recommendations suggest students reach 50% moderate-vigorous physical activity (MVPA). However, this criterion does not indicate the contribution from vigorous physical activity (VPA).…

Investigating University Students' Attitudes towards Physics Lesson, Their Self-Efficacy Beliefs and Burnout Levels for the Prediction of Their Academic Success in Physics Lessons

ERIC Educational Resources Information Center

Capri, Burhan

2013-01-01

The purpose of this study is to find out whether university students' attitudes towards physics lesson, their self-efficacy beliefs and burnout levels predict their academic success in physics lessons. The research group consists of 641 university students of which 307 are girls (47.1%) and 334 boys (52.9%). The research data were collected using…

Promoting Physical Activity for Students with Autism Spectrum Disorder: Barriers, Benefits, and Strategies for Success

ERIC Educational Resources Information Center

Menear, Kristi S.; Neumeier, William H.

2015-01-01

Many students with autism spectrum disorder (ASD) fall short of the recommended physical activity levels and experience challenges in physical activity and physical education settings. This article reviews factors that can improve the physical activity statistics of students with ASD, outlines the researched benefits of physical activity for…

Investigation Of Student Learning In Thermodynamics And Implications For Instruction In Chemistry And Engineering

NASA Astrophysics Data System (ADS)

Meltzer, David E.

2007-01-01

As part of an investigation into student learning of thermodynamics, we have probed the reasoning of students enrolled in introductory and advanced courses in both physics and chemistry. A particular focus of this work has been put on the learning difficulties encountered by physics, chemistry, and engineering students enrolled in an upper-level thermal physics course that included many topics also covered in physical chemistry courses. We have explored the evolution of students' understanding as they progressed from the introductory course through more advanced courses. Through this investigation we have gained insights into students' learning difficulties in thermodynamics at various levels. Our experience in addressing these learning difficulties may provide insights into analogous pedagogical issues in upper-level courses in both engineering and chemistry which focus on the theory and applications of thermodynamics.

Students' attitudes to learning physics at school and university levels in Scotland

NASA Astrophysics Data System (ADS)

Skryabina, Elena

The department of Physics of the University of Glasgow was concerned about losing students after the end of the level 1 Physics course. The current research project started as an attempt to find out the reasons for this, but moved to investigate attitudes towards Physics at several stages during secondary school and attitudes towards science with primary pupils. Analyses of factors, which influence students' intentions towards studying Physics, were performed against the background of the Theory of Planned Behaviour, which interprets people's behaviour by considering three factors: attitude towards behaviour (advantages or disadvantages of being involved in the behaviour, e.g. studying Physics for Honours); subjective norm (approval or disapproval of important people towards engaging in the behaviour, e.g. parents, teacher, general norms of the society); perceived behavioural control (skills, knowledge, cooperation of others, abilities, efforts required to perform the behaviour). Analysis of these factors revealed some reasons for students' withdrawal from Physics after level 1 and pointed to factors which may facilitate students' persistence in the subject. A general analysis of level 1 and level 2 students' attitudes towards different aspects of the university Physics course revealed that the level 1 students' attitudes towards their university course of lectures and course of laboratories tended to be negatively polarised. Recommendations were suggested on the basis of the gathered evidence about how to make students' experience in university Physics more satisfactory for them. The data obtained from the separate analyses of females' and males' attitudes towards university Physics course have showed that attitudes of females and males were similar. The only significant difference between level 1 females and males was found to be the perceived behavioural control factor (students' attitudes towards course difficulty, attitudes towards work load in the course), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics revealed that although boys and girls are equally interested in certain areas of the subject, there are areas in Physics where boys and girls interests are significantly different. No differences were found in intensity of boys' and girls' interests towards suggested Physics topics at primary P6/P7 level, S3 and S5/S6 levels. At S2 and S4 levels a significant decline of girls' interests relative to boys interests was observed. S2 and S4 stages are decision making ones when pupils have the opportunity to select courses for the future. It was also revealed that the ratio of boys to girls in Physics once established at S2 level remains unchanged through the years of Standard Grade and Higher Grade Physics courses. This may indicate that if the number of girls in Physics is an issue for concern then attention should be paid to the primary and, especially early secondary years to attract girls to Physics. School Physics courses in Scotland revealed a high retention rate of girls in Physics. Analyses of preferred activities revealed that practical work is the most enjoyable activity in Science/Physics lessons for both girls and boys at every stage of schooling and studying the theory was found to be the least enjoyable activity at school for both genders at every age. The picture was almost the reverse with university Physics students.

Physical Activity Levels of Overweight and Nonoverweight High School Students during Physical Education Classes

ERIC Educational Resources Information Center

Hannon, James C.

2008-01-01

Background: This study examined physical activity (PA) levels of overweight and nonoverweight African American and Caucasian students (n = 198) during game play in physical education classes. Methods: Body fat percentages (%BFs) were determined using the skinfold technique and Slaughter et al prediction equations. Girls were classified as…

Zimbabwean Female Participation in Physics: The Influence of Identity Formation on Perception and Participation

ERIC Educational Resources Information Center

Gudyanga, Anna; Kurup, Raj

2017-01-01

The study investigated the influence of identity formation on the perceptions and participation of Zimbabwean Advanced Level (A' Level) female adolescent students in physics. Nine female adolescent students eighteen years and above: three doing mathematics and physics, one doing physics without mathematics and five doing mathematics without…

The Challenge of Learning Physics Before Mathematics: A Case Study of Curriculum Change in Taiwan

NASA Astrophysics Data System (ADS)

Chiu, Mei-Shiu

2016-12-01

The aim of this study was to identify challenges in implementing a physics-before- 10 mathematics curriculum. Obviously, students need to learn necessary mathematics skills in order to develop advanced physics knowledge. In the 2010 high school curriculum in Taiwan, however, grade 11 science students study two-dimensional motion in physics without prior learning experiences of trigonometry in mathematics. The perspectives of three curriculum developers, 22 mathematics and physics teachers, two principals, and 45 science students were obtained by interview. The results of qualitative data analysis revealed six challenges and suggested likely solutions. The national level includes political and social challenges, resolved by respecting teachers as professionals; the teacher level includes knowledge and teaching challenges, resolved by increasing teacher trans-literal capacities; and the student level includes learning and justice challenges, resolved by focusing on students' diverse developments in cross-domain learning.

Are school-level factors associated with primary school students' experience of physical violence from school staff in Uganda?

PubMed

Knight, Louise; Nakuti, Janet; Allen, Elizabeth; Gannett, Katherine R; Naker, Dipak; Devries, Karen M

2016-01-01

The nature and structure of the school environment has the potential to shape children's health and well being. Few studies have explored the importance of school-level factors in explaining a child's likelihood of experiencing violence from school staff, particularly in low-resource settings such as Uganda. To quantify to what extent a student's risk of violence is determined by school-level factors we fitted multilevel logistic regression models to investigate associations and present between-school variance partition coefficients. School structural factors, academic and supportive environment are explored. 53% of students reported physical violence from staff. Only 6% of variation in students' experience of violence was due to differences between schools and half the variation was explained by the school-level factors modelled. Schools with a higher proportion of girls are associated with increased odds of physical violence from staff. Students in schools with a high level of student perceptions of school connectedness have a 36% reduced odds of experiencing physical violence from staff, but no other school-level factor was significantly associated. Our findings suggest that physical violence by school staff is widespread across different types of schools in this setting, but interventions that improve students' school connectedness should be considered. © The Author 2015. Published by Oxford University Press on behalf of Royal Society of Tropical Medicine and Hygiene.

How Active Are Teens during Their Out-of-School Time? The View from Chicago. Chapin Hall Issue Brief

ERIC Educational Resources Information Center

Goerge, Robert M.; Cusick, Gretchen Ruth; Guiltinan, Shannon

2009-01-01

This issue brief explores levels of physical activity among high school students in Chicago Public Schools, including participation in sports, informal exercise, and other activities. Latent class analysis was used to classify students' levels of physical activity, revealing low levels of activity among most high school students. Multilevel…

The influence of the guided constructivist instructional model on attitudes toward secondary-level physics

NASA Astrophysics Data System (ADS)

Dallal, Kamel Salim

The effect of guided constructivism (bridging analogies) and expository instructional methods on the attitudes of students toward physics was investigated. A nonrandomize nonequivalent pretest-posttest control group quasi- experimental design was employed. The sample consisted of 127 eleventh-grade and twelfth-grade students from five selected classes from two private high schools in Beirut, Lebanon. Two intact classes were assigned to the control group and three classes to the experimental group. The experimental group was exposed to the bridging analogies instructional method, and the control group was taught using the traditional expository method. A Likert-type instrument, the Physics Attitude Index, was used to measure attitudes on four dimensions. The 40-item Physics Attitude Index (PAI) is a questionnaire using a five response scale. Performance in the assigned topics in physics, cognitive developmental levels, and gender were used as covariants and to examine interaction effects. The experimental groups had significantly higher means than the control groups on all criterion variables. A significant interaction was found between groups and performance levels in the following cases: (a) criterion variable of attitude toward physics; (b) views toward physics learning; and (c) enjoyment of physics. This result indicated that the low performing students among the experimental group had greater gain in attitude toward physics than the high performing students in same group. On the other hand, no interaction occurred between treatment groups and gender, which shows that in this study gender has no significant effect on attitude toward physics. Significant interactions between the treatment groups and cognitive levels were found on the criterion variable of beliefs about physics as a process of learning and enjoyment of physics. In both cases, the difference between the group means were widely different among students at the concrete and transitional levels, but narrowly different among students at the formal level.

Influence of High School Physical Education on University Student's Physical Activity

ERIC Educational Resources Information Center

Kimball, Jessica; Jenkins, Jayne; Wallhead, Tristan

2009-01-01

The purpose of this study was to use the Lifelong Physical Activity (LLPA) framework to examine the influence of high school physical education (PE) on university students' level of physical activity (PA). Participants included 365 undergraduate students from the Rocky Mountain West of the USA enrolled in a university physical activity course.…

The Influence of Physical Education on Physical Activity Levels of Urban Elementary Students

ERIC Educational Resources Information Center

Dauenhauer, Brian D.; Keating, Xiaofen D.

2011-01-01

The purpose of this study was to examine the role of physical education in shaping physical activity patterns. Seventy-one Hispanic and African American elementary students participated in the study. Students attended one 30- and one 60-min physical education class weekly. Pedometer steps were used to estimate physical activity. Data suggest that…

Examining issues of underrepresented minority students in introductory physics

NASA Astrophysics Data System (ADS)

Watkins, Jessica Ellen

In this dissertation we examine several issues related to the retention of under-represented minority students in physics and science. In the first section, we show that in calculus-based introductory physics courses, the gender gap on the FCI is diminished through the use of interactive techniques, but in lower-level introductory courses, the gap persists, similar to reports published at other institutions. We find that under-represented racial minorities perform similar to their peers with comparable academic preparation on conceptual surveys, but their average exam grades and course grades are lower. We also examine student persistence in science majors; finding a significant relationship between pedagogy in an introductory physics course and persistence in science. In the second section, we look at student end-of-semester evaluations and find that female students rate interactive teaching methods a full point lower than their male peers. Looking more deeply at student interview data, we find that female students report more social issues related to the discussions in class and both male and female students cite feeling pressure to obtain the correct answer to clicker questions. Finally, we take a look an often-cited claim for gender differences in STEM participation: cognitive differences explain achievement differences in physics. We examine specifically the role of mental rotations in physics achievement and problem-solving, viewing mental rotations as a tool that students can use on physics problems. We first look at student survey results for lower-level introductory students, finding a low, but significant correlation between performance on a mental rotations test and performance in introductory physics courses. In contrast, we did not find a significant relationship for students in the upper-level introductory course. We also examine student problem-solving interviews to investigate the role of mental rotations on introductory problems.

Correlating student interest and high school preparation with learning and performance in an introductory university physics course

NASA Astrophysics Data System (ADS)

Harlow, Jason J. B.; Harrison, David M.; Meyertholen, Andrew

2014-06-01

We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the course primarily for their own interest outperformed students who took the course primarily because it was required, both on the Force Concept Inventory and on the final examination; students who took a senior-level high school physics course outperformed students who did not, also both on the Force Concept Inventory and on the final exam. Students who took the course for their own interest and took high school physics outperformed students who took the course because it was required and did not take high school physics by a wide margin. However, the normalized gain on the Force Concept Inventory was the same within uncertainties for all groups and subgroups of students.

The influence of physical activity on hair toxic and essential trace element content in male and female students.

PubMed

Zaitseva, Irina P; Skalny, Andrey A; Tinkov, Alexey A; Berezkina, Elena S; Grabeklis, Andrei R; Skalny, Anatoly V

2015-02-01

The primary aim of the current study is to estimate the effect of different physical activity levels on hair trace element content in male and female students. A total of 113 students (59 women and 54 men) of P. G. Demidov Yaroslavl State University (Yaroslavl, Russia) took part in the current investigation. According to the level of the physical activity, all students were divided into three groups: high, medium, and low physical activity. Essential and toxic metal content (μg/g) in hair samples was assessed by inductively coupled plasma mass spectrometry using NexION 300D + NWR213 (Perkin-Elmer, USA). The obtained data show that hair iodine, zinc, arsenic, nickel, and tin levels are not related to physical activity in male and female students. At the same time, increased physical activity is associated with decreased hair copper, vanadium, bismuth, and mercury content in comparison to the low physical activity groups. Students with higher physical activity are also characterized by significantly higher hair cobalt, iron, manganese, selenium, cadmium, lithium, and lead concentrations. Finally, statistical analysis has revealed maximal gender differences in hair trace element content in the high physical activity groups, whereas in the low activity groups, the hair metal concentrations were nearly similar in females and males.

Differences in physical activity and nutritionand silhouette-related behaviours in male and female students in selected European countries.

PubMed

Bergier, Barbara; Bergier, Józef; Niźnikowska, Ewelina; Junger, Ján; Salonna, Ferdinand; Ács, Pongrác; Frömel, Karel

2018-03-14

As indicated by the WHO, lifestyle plays a unique role in human health, which in turn is determined to a great extent by physical activity and nutrition. It must be borne in mind that physical activity should be systematic and regulated by an age-appropriate exercise intensity. All this indicates that learning about students' lifestyle, with a particular focus on physical activity is vital as it these young people who aspire to the role of the future elites. The aim of the study is to evaluate the level of physical activity, nutrition- and silhouette-related behaviours of male and female students to assess the relationships between these variables in students from the Visegrad Group countries. The study was conducted in 2015 and involved 2,497 students attending three undergraduate levels aged - x - 21,76, (SD-1,80) - 1,211 males (48.5%) and 1,286 females (51.5%). The IPAQ long-form and a questionnaire by the Polish Chief Sanitary Inspector were used. Physical activity was significantly higher in male than female students. An important relationship was observed among the larger number of consumed meals, level of physical activity, and silhouette-related behaviours in male students, which was not the case with females. However, there was an important correlation between physical activity in males and females who exercised to increase or decrease body weight (musculature), and took medications to increase body weight (musculature). Both males and females showed pro-health attitudes related to the level of physical activity and nutrition- and silhouette-related behaviours.

Measuring Students' Physical Activity Levels: Validating SOFIT for Use with High-School Students

ERIC Educational Resources Information Center

van der Mars, Hans; Rowe, Paul J.; Schuldheisz, Joel M.; Fox, Susan

2004-01-01

This study was conducted to validate the System for Observing Fitness Instruction Time (SOFIT) for measuring physical activity levels of high-school students. Thirty-five students (21 girls and 14 boys from grades 9-12) completed a standardized protocol including lying, sitting, standing, walking, running, curl-ups, and push-ups. Heart rates and…

Effects of Grouping Forms, Student Gender and Ability Level on the Pleasure Experienced in Physical Education

ERIC Educational Resources Information Center

Lentillon-Kaestner, Vanessa; Patelli, Gianpaolo

2016-01-01

The purpose of this study was to estimate the main and interaction effects of grouping forms, student gender and ability level on the pleasure experienced in physical education (PE). The participants included 178 secondary school students (M = 13.17, SD = 0.81), with 72 students enrolled in a basketball unit and 106 students enrolled in an…

Movement Activity Determination with Health-related Variables of University Students in Kosice.

PubMed

Bakalár, Peter; Zvonar, Martin; Sedlacek, Jaromir; Lenkova, Rut; Sagat, Peter; Vojtasko, Lubos; Liptakova, Erika; Barcalova, Miroslava

2018-06-01

There is currently a strong scientific evidence about the negative health consequences of physical inactivity. One of the potential tools for promoting physical activity at the institutional level of the Ecological model is to create conditions and settings that would enable pupils, students and employees engage in some form of physical activity. However, physical activities as a subject are being eliminated from the study programs at Slovak universities. The purpose of the study was to find current evidence about the level of structured physical activity and health-related variables in university students in Košice. The sample consisted of 1,993 or, more precisely, 1,398 students who attended two universities in Košice. To collect data, students completed a questionnaire and were tested for body height, body weight, circumferential measures and percentage body fat. The university students did not sufficiently engage in a structured physical activity. A large number of students had either low or high values of percentage body fat and BMI and high WHR values. Our findings have shown that the research into physical activity of university students should receive more attention.

Overcoming Content-Associated Challenges Using Attention-Focused Methods

ERIC Educational Resources Information Center

Lebec, Michael T.; Kesteloot, Lauren

2015-01-01

A common challenge in higher education is teaching required content for which students traditionally have lower levels of interest. Physical therapist education programs experience this challenge when training entry-level students to document in the medical record. The authors compared learning outcomes among physical therapy students taught…

Adolescents' physical activity in physical education, school recess, and extra-curricular sport by motivational profiles.

PubMed

Mayorga-Vega, Daniel; Viciana, Jesús

2014-06-01

The main purpose of this study was to evaluate the differences in adolescents´ objective physical activity levels and perceived effort in physical education, school recess, and extra-curricular organized sport by motivational profiles in physical education. A sample of 102 students 11-16 yr. old completed a self-report questionnaire assessing self-determined motivation toward physical education. Subsequently, students' objective physical activity levels (steps/min., METs, and moderate-to-vigorous physical activity) and perceived effort were evaluated for each situation. Cluster analysis identified a two-cluster structure: "Moderate motivation toward physical education profile" and "High motivation toward physical education profile." Adolescents in the second cluster had higher physical activity and perceived effort values than adolescents in the first cluster, except for METs and moderate-to-vigorous physical activity in extra-curricular sport. These results support the importance of physical education teachers who should promote self-determined motivation toward physical education so that students can reach the recommended physical activity levels.

Do Choices in Physical Education Enhance Students' Autonomous Motivation, Perceived Autonomy Support, and Physical Activity Levels?

ERIC Educational Resources Information Center

Batia, Abigail S.

2013-01-01

This study examined whether students in an intervention group, who were given choices within physical education (PE), reported greater autonomous motivation, more favorable perceptions of autonomy support, and displayed higher in-class physical activity (PA) levels than those in a control group. It was hypothesized that there would be marked…

Diabetes and physical activity in school.

PubMed

Kollipara, Sobha; Warren-Boulton, Elizabeth

2004-05-01

Physical activity and exercise are critical components of diabetes management. Everyone can benefit from regular exercise, but it is even more important for a student with diabetes. In addition to maintaining cardiovascular fitness and controlling weight, physical activity can help to lower blood glucose levels and increase insulin sensitivity. With the nearly epidemic incidence of childhood obesity and type 2 diabetes in youth, physical education should be part of the school day for all children. Students with diabetes should participate fully in physical education classes and team sports. To maintain blood glucose levels within their target ranges during exercise, students with type 1 diabetes will make adjustments in their insulin and food intake. To prevent hypoglycemia, they also will need to check their blood glucose levels more frequently while engaging in physical activity. Physical education instructors and sports coaches must be able to recognize and assist with the treatment of hypoglycemia. A quick-acting source of glucose and the student's glucose meter should always be available, along with water. The student's Diabetes Medical Management Plan, nursing care plan, 504 Plan, IEP, or other education plan should include specific instructions.

The Examination of the Correlation between Social Physique Anxiety Levels and Narcissism Levels of the Students Who Studied at the SPES

ERIC Educational Resources Information Center

Gezer, Engin

2014-01-01

The aim of the study was to discover the correlation between social physique anxiety levels and narcissism levels of the students of the school of the physical education and sports. A total of 308 students who studied at different academic departments of the school of the physical education and sports of Mustafa Kemal University participated in…

Physical Activity Participation and Nutrition and Physical Activity Knowledge in University Dance Students.

PubMed

Hanna, Katherine; Hanley, Anne; Huddy, Avril; McDonald, Michael; Willer, Fiona

2017-03-01

To assess participation in physical activity and knowledge of general nutrition and current public health messages about the health benefits of physical activity in university dance students, and to investigate differences between first-year and later-year students and between students in dance and dance performance course groups. This cross-sectional study recruited 67 participants from dance undergraduate degrees in a university in Australia. Nutrition knowledge was assessed using the General Nutrition Knowledge Questionnaire. Physical activity participation and awareness of its benefits were assessed using the Active Australia Survey. Results indicate low nutrition knowledge among dance students, with 47% and 52% of responses correct in dance and dance performance students, respectively. Nutrition knowledge did not vary between students in first or later years. Self-reported participation in moderate and vigorous physical activity varied substantially and met or exceeded recommendations based upon duration and frequency for 98% of participants. However, awareness of physical activity messages varied, with dance students more likely to disagree about the level of activity needed for health benefits. Dance students report varying levels of physical activity that usually met or exceeded recommendations; however, knowledge of general nutrition and physical activity benefits was low. Improved knowledge could contribute to changes in behavior that improve health status in this population.

Reviewing Emotional Intelligence Levels and Time Management Skills among Students of School of Physical Education and Sports

ERIC Educational Resources Information Center

Bahadir, Ziya

2018-01-01

This study aimed at exploring emotional intelligence levels and time management skills of students of school of physical education and sports (SPES) and assessing their emotional intelligence levels and time management skills in terms of some variables. 309 students who studied at SPES of Erciyes University during the 2017-2018 academic year…

Who Becomes a Physics Major? A Long-term Longitudinal Study Examining the Roles of Pre-college Beliefs about Physics and Learning Physics, Interest, and Academic Achievement

NASA Astrophysics Data System (ADS)

Perkins, Katherine K.; Gratny, Mindy

2010-10-01

In this paper, we examine the correlation between students' beliefs upon entering college and their likelihood of continuing on to become a physics major. Since 2004, we have collected CLASS survey and self-reported level-of-interest responses from students in the first-term, introductory calculus-based physics course (N>2500). Here, we conduct a retrospective analysis of students' incoming CLASS scores and level of interest, comparing those students who go on to become physics majors with those who do not. We find the incoming CLASS scores and reported interest of these future physics majors to be substantially higher than the class average, indicating that these students enter their first college course already having quite expert-like beliefs. The comparative differences are much smaller for grades, SAT score, and university predicted-GPA.

Spectrum of Physics Comprehension

ERIC Educational Resources Information Center

Blasiak, W.; Godlewska, M.; Rosiek, R.; Wcislo, D.

2012-01-01

The paper presents the results of research on the relationship between self-assessed comprehension of physics lectures and final grades of junior high school students (aged 13-15), high school students (aged 16-18) and physics students at the Pedagogical University of Cracow, Poland (aged 21). Students' declared level of comprehension was measured…

Determination of Media and Television Literacy Levels of Sport Consumers Filtered out of the Students of the School of Physical Education and Sports

ERIC Educational Resources Information Center

Unal, Hakan

2014-01-01

This study is aimed to determine the literacy levels of media and television and the level of addiction of sport consumers filtered out of the students of the School of Physical Education and Sports and to investigate the relationship between these two levels. Sport consumers studying in Mugla University, School of Physical Education and Sports…

Female university students' physical activity levels and associated factors--a cross-sectional study in southwestern Saudi Arabia.

PubMed

Khalaf, Atika; Ekblom, Örjan; Kowalski, Jan; Berggren, Vanja; Westergren, Albert; Al-Hazzaa, Hazzaa

2013-08-09

The high prevalence of physical inactivity in Saudi Arabia is a growing challenge to public health. This study aimed to examine the prevalence of physical activity (PA) and associated factors among female university students. This cross-sectional study involved 663 randomly selected female university students who completed the Arab Teens Life Style questionnaire. Data included measurements of anthropometric, socioeconomic and environmental factors, as well as self-reported PA. Ordinal regression was used to identify associated factors with low, moderate and high PA levels. The mean age of participants was 20.4 years (SD 1.5). Mean BMI of the students in relation to PA were 23.0, 22.9, 22.1 for high, moderate and low levels of activity, respectively. The analysis revealed significantly higher PA levels among married students, those with high educated mothers, and those who lived far from parks, and lower activity levels among underweight students. This study raises four important determinants for female university students' PA levels. These factors could be of great importance in the endeavor to prevent the health-threatening increase in physical inactivity patterns and thus non-communicable diseases and obesity where the focus should be on the specific situation and needs of women in Saudi Arabia.

Teaching a Hypothesis-driven Physical Diagnosis Curriculum to Pulmonary Fellows Improves Performance of First-Year Medical Students.

PubMed

Staitieh, Bashar S; Saghafi, Ramin; Kempker, Jordan A; Schulman, David A

2016-04-01

Hypothesis-driven physical examination emphasizes the role of bedside examination in the refinement of differential diagnoses and improves diagnostic acumen. This approach has not yet been investigated as a tool to improve the ability of higher-level trainees to teach medical students. To assess the effect of teaching hypothesis-driven physical diagnosis to pulmonary fellows on their ability to improve the pulmonary examination skills of first-year medical students. Fellows and students were assessed on teaching and diagnostic skills by self-rating on a Likert scale. One group of fellows received the hypothesis-driven teaching curriculum (the "intervention" group) and another received instruction on head-to-toe examination. Both groups subsequently taught physical diagnosis to a group of first-year medical students. An oral examination was administered to all students after completion of the course. Fellows were comfortable teaching physical diagnosis to students. Students in both groups reported a lack of comfort with the pulmonary examination at the beginning of the course and improvement in their comfort by the end. Students trained by intervention group fellows outperformed students trained by control group fellows in the interpretation of physical findings (P < 0.05). Teaching hypothesis-driven physical examination to higher-level trainees who teach medical students improves the ability of students to interpret physical findings. This benefit should be confirmed using validated testing tools.

Preparing physical therapy students for the role of clinical educator: a case study report.

PubMed

Dockter, Mary; Roller, Joellen; Eckert, Jody

2013-01-01

The purpose of this case report was to describe an innovative model for transforming physical therapist students into clinical instructors with the use of a pro bono clinic. This model may assist other academic programs in creating effective approaches to transition entry-level students into future quality clinical instructors. Third year physical therapist students served as clinical instructors for second year students. Peer and self assessments were collected to assess intended objectives. Second year students were made more aware of the role of the clinical instructor and were able to evaluate the effectiveness of clinical teaching and third year students appreciated the impact of clinical teaching and increased their desire to become clinical instructors in the future. Student self and peer assessments reveal that this experiential model is an effective way of transitioning entry-level physical therapist students into the role of clinical instructor.

Effect of Cathode Depth on Sediment Microbial Fuel Cell (sMFC) Performance and Microbial Structure

NASA Astrophysics Data System (ADS)

Minka, Paige R.

The department of Physics of the University of Glasgow was concerned about losing students after the end of the level 1 Physics course. The current research project started as an attempt to find out the reasons for this, but moved to investigate attitudes towards Physics at several stages during secondary school and attitudes towards science with primary pupils. Analyses of factors, which influence students' intentions towards studying Physics, were performed against the background of the Theory of Planned Behaviour, which interprets people's behaviour by considering three factors: attitude towards behaviour (advantages or disadvantages of being involved in the behaviour, e.g. studying Physics for Honours); subjective norm (approval or disapproval of important people towards engaging in the behaviour, e.g. parents, teacher, general norms of the society); perceived behavioural control (skills, knowledge, cooperation of others, abilities, efforts required to perform the behaviour). Analysis of these factors revealed some reasons for students' withdrawal from Physics after level 1 and pointed to factors which may facilitate students' persistence in the subject. A general analysis of level 1 and level 2 students' attitudes towards different aspects of the university Physics course revealed that the level 1 students' attitudes towards their university course of lectures and course of laboratories tended to be negatively polarised. Recommendations were suggested on the basis of the gathered evidence about how to make students' experience in university Physics more satisfactory for them. The data obtained from the separate analyses of females' and males' attitudes towards university Physics course have showed that attitudes of females and males were similar. The only significant difference between level 1 females and males was found to be the perceived behavioural control factor (students' attitudes towards course difficulty, attitudes towards work load in the course), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics revealed that although boys and girls are equally interested in certain areas of the subject, there are areas in Physics where boys and girls interests are significantly different. No differences were found in intensity of boys' and girls' interests towards suggested Physics topics at primary P6/P7 level, S3 and S5/S6 levels. At S2 and S4 levels a significant decline of girls' interests relative to boys interests was observed. S2 and S4 stages are decision making ones when pupils have the opportunity to select courses for the future. It was also revealed that the ratio of boys to girls in Physics once established at S2 level remains unchanged through the years of Standard Grade and Higher Grade Physics courses. This may indicate that if the number of girls in Physics is an issue for concern then attention should be paid to the primary and, especially early secondary years to attract girls to Physics. School Physics courses in Scotland revealed a high retention rate of girls in Physics. Analyses of preferred activities revealed that practical work is the most enjoyable activity in Science/Physics lessons for both girls and boys at every stage of schooling and studying the theory was found to be the least enjoyable activity at school for both genders at every age. The picture was almost the reverse with university Physics students.

Using Remote Sensing and Satellite Technology at Charles F. Patton Middle School

NASA Astrophysics Data System (ADS)

Leiden, Anita L.

The department of Physics of the University of Glasgow was concerned about losing students after the end of the level 1 Physics course. The current research project started as an attempt to find out the reasons for this, but moved to investigate attitudes towards Physics at several stages during secondary school and attitudes towards science with primary pupils. Analyses of factors, which influence students' intentions towards studying Physics, were performed against the background of the Theory of Planned Behaviour, which interprets people's behaviour by considering three factors: attitude towards behaviour (advantages or disadvantages of being involved in the behaviour, e.g. studying Physics for Honours); subjective norm (approval or disapproval of important people towards engaging in the behaviour, e.g. parents, teacher, general norms of the society); perceived behavioural control (skills, knowledge, cooperation of others, abilities, efforts required to perform the behaviour). Analysis of these factors revealed some reasons for students' withdrawal from Physics after level 1 and pointed to factors which may facilitate students' persistence in the subject. A general analysis of level 1 and level 2 students' attitudes towards different aspects of the university Physics course revealed that the level 1 students' attitudes towards their university course of lectures and course of laboratories tended to be negatively polarised. Recommendations were suggested on the basis of the gathered evidence about how to make students' experience in university Physics more satisfactory for them. The data obtained from the separate analyses of females' and males' attitudes towards university Physics course have showed that attitudes of females and males were similar. The only significant difference between level 1 females and males was found to be the perceived behavioural control factor (students' attitudes towards course difficulty, attitudes towards work load in the course), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics revealed that although boys and girls are equally interested in certain areas of the subject, there are areas in Physics where boys and girls interests are significantly different. No differences were found in intensity of boys' and girls' interests towards suggested Physics topics at primary P6/P7 level, S3 and S5/S6 levels. At S2 and S4 levels a significant decline of girls' interests relative to boys interests was observed. S2 and S4 stages are decision making ones when pupils have the opportunity to select courses for the future. It was also revealed that the ratio of boys to girls in Physics once established at S2 level remains unchanged through the years of Standard Grade and Higher Grade Physics courses. This may indicate that if the number of girls in Physics is an issue for concern then attention should be paid to the primary and, especially early secondary years to attract girls to Physics. School Physics courses in Scotland revealed a high retention rate of girls in Physics. Analyses of preferred activities revealed that practical work is the most enjoyable activity in Science/Physics lessons for both girls and boys at every stage of schooling and studying the theory was found to be the least enjoyable activity at school for both genders at every age. The picture was almost the reverse with university Physics students.

Assessing and Enhancing Science Education at the John Heinz National Wildlife Refuge at Tinicum

NASA Astrophysics Data System (ADS)

Saroka, Keith W.

The department of Physics of the University of Glasgow was concerned about losing students after the end of the level 1 Physics course. The current research project started as an attempt to find out the reasons for this, but moved to investigate attitudes towards Physics at several stages during secondary school and attitudes towards science with primary pupils. Analyses of factors, which influence students' intentions towards studying Physics, were performed against the background of the Theory of Planned Behaviour, which interprets people's behaviour by considering three factors: attitude towards behaviour (advantages or disadvantages of being involved in the behaviour, e.g. studying Physics for Honours); subjective norm (approval or disapproval of important people towards engaging in the behaviour, e.g. parents, teacher, general norms of the society); perceived behavioural control (skills, knowledge, cooperation of others, abilities, efforts required to perform the behaviour). Analysis of these factors revealed some reasons for students' withdrawal from Physics after level 1 and pointed to factors which may facilitate students' persistence in the subject. A general analysis of level 1 and level 2 students' attitudes towards different aspects of the university Physics course revealed that the level 1 students' attitudes towards their university course of lectures and course of laboratories tended to be negatively polarised. Recommendations were suggested on the basis of the gathered evidence about how to make students' experience in university Physics more satisfactory for them. The data obtained from the separate analyses of females' and males' attitudes towards university Physics course have showed that attitudes of females and males were similar. The only significant difference between level 1 females and males was found to be the perceived behavioural control factor (students' attitudes towards course difficulty, attitudes towards work load in the course), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics revealed that although boys and girls are equally interested in certain areas of the subject, there are areas in Physics where boys and girls interests are significantly different. No differences were found in intensity of boys' and girls' interests towards suggested Physics topics at primary P6/P7 level, S3 and S5/S6 levels. At S2 and S4 levels a significant decline of girls' interests relative to boys interests was observed. S2 and S4 stages are decision making ones when pupils have the opportunity to select courses for the future. It was also revealed that the ratio of boys to girls in Physics once established at S2 level remains unchanged through the years of Standard Grade and Higher Grade Physics courses. This may indicate that if the number of girls in Physics is an issue for concern then attention should be paid to the primary and, especially early secondary years to attract girls to Physics. School Physics courses in Scotland revealed a high retention rate of girls in Physics. Analyses of preferred activities revealed that practical work is the most enjoyable activity in Science/Physics lessons for both girls and boys at every stage of schooling and studying the theory was found to be the least enjoyable activity at school for both genders at every age. The picture was almost the reverse with university Physics students.

Barrier Island Activity to Illustrate Hands-On Science

NASA Astrophysics Data System (ADS)

Griffin, Suzanne H.

The department of Physics of the University of Glasgow was concerned about losing students after the end of the level 1 Physics course. The current research project started as an attempt to find out the reasons for this, but moved to investigate attitudes towards Physics at several stages during secondary school and attitudes towards science with primary pupils. Analyses of factors, which influence students' intentions towards studying Physics, were performed against the background of the Theory of Planned Behaviour, which interprets people's behaviour by considering three factors: attitude towards behaviour (advantages or disadvantages of being involved in the behaviour, e.g. studying Physics for Honours); subjective norm (approval or disapproval of important people towards engaging in the behaviour, e.g. parents, teacher, general norms of the society); perceived behavioural control (skills, knowledge, cooperation of others, abilities, efforts required to perform the behaviour). Analysis of these factors revealed some reasons for students' withdrawal from Physics after level 1 and pointed to factors which may facilitate students' persistence in the subject. A general analysis of level 1 and level 2 students' attitudes towards different aspects of the university Physics course revealed that the level 1 students' attitudes towards their university course of lectures and course of laboratories tended to be negatively polarised. Recommendations were suggested on the basis of the gathered evidence about how to make students' experience in university Physics more satisfactory for them. The data obtained from the separate analyses of females' and males' attitudes towards university Physics course have showed that attitudes of females and males were similar. The only significant difference between level 1 females and males was found to be the perceived behavioural control factor (students' attitudes towards course difficulty, attitudes towards work load in the course), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics revealed that although boys and girls are equally interested in certain areas of the subject, there are areas in Physics where boys and girls interests are significantly different. No differences were found in intensity of boys' and girls' interests towards suggested Physics topics at primary P6/P7 level, S3 and S5/S6 levels. At S2 and S4 levels a significant decline of girls' interests relative to boys interests was observed. S2 and S4 stages are decision making ones when pupils have the opportunity to select courses for the future. It was also revealed that the ratio of boys to girls in Physics once established at S2 level remains unchanged through the years of Standard Grade and Higher Grade Physics courses. This may indicate that if the number of girls in Physics is an issue for concern then attention should be paid to the primary and, especially early secondary years to attract girls to Physics. School Physics courses in Scotland revealed a high retention rate of girls in Physics. Analyses of preferred activities revealed that practical work is the most enjoyable activity in Science/Physics lessons for both girls and boys at every stage of schooling and studying the theory was found to be the least enjoyable activity at school for both genders at every age. The picture was almost the reverse with university Physics students.

Holographic Microscopy: A Feasibility Experiment

NASA Astrophysics Data System (ADS)

McCann, Guy W.

The department of Physics of the University of Glasgow was concerned about losing students after the end of the level 1 Physics course. The current research project started as an attempt to find out the reasons for this, but moved to investigate attitudes towards Physics at several stages during secondary school and attitudes towards science with primary pupils. Analyses of factors, which influence students' intentions towards studying Physics, were performed against the background of the Theory of Planned Behaviour, which interprets people's behaviour by considering three factors: attitude towards behaviour (advantages or disadvantages of being involved in the behaviour, e.g. studying Physics for Honours); subjective norm (approval or disapproval of important people towards engaging in the behaviour, e.g. parents, teacher, general norms of the society); perceived behavioural control (skills, knowledge, cooperation of others, abilities, efforts required to perform the behaviour). Analysis of these factors revealed some reasons for students' withdrawal from Physics after level 1 and pointed to factors which may facilitate students' persistence in the subject. A general analysis of level 1 and level 2 students' attitudes towards different aspects of the university Physics course revealed that the level 1 students' attitudes towards their university course of lectures and course of laboratories tended to be negatively polarised. Recommendations were suggested on the basis of the gathered evidence about how to make students' experience in university Physics more satisfactory for them. The data obtained from the separate analyses of females' and males' attitudes towards university Physics course have showed that attitudes of females and males were similar. The only significant difference between level 1 females and males was found to be the perceived behavioural control factor (students' attitudes towards course difficulty, attitudes towards work load in the course), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics revealed that although boys and girls are equally interested in certain areas of the subject, there are areas in Physics where boys and girls interests are significantly different. No differences were found in intensity of boys' and girls' interests towards suggested Physics topics at primary P6/P7 level, S3 and S5/S6 levels. At S2 and S4 levels a significant decline of girls' interests relative to boys interests was observed. S2 and S4 stages are decision making ones when pupils have the opportunity to select courses for the future. It was also revealed that the ratio of boys to girls in Physics once established at S2 level remains unchanged through the years of Standard Grade and Higher Grade Physics courses. This may indicate that if the number of girls in Physics is an issue for concern then attention should be paid to the primary and, especially early secondary years to attract girls to Physics. School Physics courses in Scotland revealed a high retention rate of girls in Physics. Analyses of preferred activities revealed that practical work is the most enjoyable activity in Science/Physics lessons for both girls and boys at every stage of schooling and studying the theory was found to be the least enjoyable activity at school for both genders at every age. The picture was almost the reverse with university Physics students.

Determinants of physical activity in primary school students using the health belief model.

PubMed

Ar-Yuwat, Sireewat; Clark, Mary Jo; Hunter, Anita; James, Kathy S

2013-01-01

Thailand is a middle-income country in which two-thirds of children demonstrate an insufficient level of physical activity. Physical inactivity is a major risk factor for obesity and many other health-related consequences in children. Thus, it is important to understand how primary school children perceive things in their daily life as determinants of physical activity. The purpose of this study was to investigate the impact of cues, perceived benefits, and perceived barriers on the level of physical activity among primary school students. A cross-sectional study was conducted in Phitsanulok Province, Thailand, in 2011. Multistage sampling selected a total of 123 primary school students. The Physical Activity Questionnaire for Older Children and the Cues, Perceived Benefits, and Barriers to Physical Activity Questionnaire were used to assess the student levels of physical activity, as well as the perceived benefits, barriers, and cues to action. The association between these factors and the level of physical activity was determined by correlation statistics and confirmed by robust regression. Multivariate analysis of variance compared health belief model determinants: perceived benefits, perceived barriers, and cues to action on physical activity between male and female students. Self-administered questionnaires were validated and tested in a pilot study. The level of activity among primary school children was significantly influenced by perceived barriers, such as fear of strangers when playing outdoors, bad weather, and too much homework. However, activity was not influenced by cues to action or perceived benefits. Perceived benefits, barriers, and cues to physical activity did not differ by gender. A safe environment and fewer barriers, such as amount of homework, could enhance physical activity in primary school children.

Predictors of student success in entry-level science courses

NASA Astrophysics Data System (ADS)

Singh, Mamta K.

Although the educational evaluation process is useful and valuable and is supported by the Higher Education Act, a strong research base for program evaluation of college entry-level science courses is still lacking. Studies in science disciplines such as, biology, chemistry, and physics have addressed various affective and demographic factors and their relationships to student achievement. However, the literature contains little information that specifically addresses student biology content knowledge skills (basics and higher order thinking skills) and identifies factors that affect students' success in entry-level college science courses. These gate-keeping courses require detailed evaluation if the goal of an institution is to increase students' performance and success in these courses. These factors are, in fact, a stepping stone for increasing the number of graduates in Science, Technology, Engineering, and Mathematics (STEM) majors. The present study measured students' biology content knowledge and investigated students' performance and success in college biology, chemistry, and physics entry-level courses. Seven variables---gender, ethnicity, high school Grade Point Average (GPA), high school science, college major, school financial aid support, and work hours were used as independent variables and course final performance as a dichotomous dependent variable. The sample comprised voluntary student participants in entry-level science courses. The study attempted to explore eight research questions. Content knowledge assessments, demographic information analysis, multiple regression analysis, and binary logistic regression analysis were used to address research questions. The results suggested that high school GPA was a consistently good predictor of students' performance and success in entry-level science courses. Additionally, high school chemistry was a significant predictor variable for student success in entry-level biology and chemistry courses. Similarly, students' performance and success in entry-level physics courses were influenced by high school physics. Finally, the study developed student success equation with high school GAP and high school chemistry as good predictors of students' success in entry-level science courses.

Teen Dating Violence (Physical and Sexual) Among US High School Students: Findings From the 2013 National Youth Risk Behavior Survey.

PubMed

Vagi, Kevin J; O'Malley Olsen, Emily; Basile, Kathleen C; Vivolo-Kantor, Alana M

2015-05-01

National estimates of teen dating violence (TDV) reveal high rates of victimization among high school populations. The Centers for Disease Control and Prevention's national Youth Risk Behavior Survey has provided often-cited estimates of physical TDV since 1999. In 2013, revisions were made to the physical TDV question to capture more serious forms of physical TDV and to screen out students who did not date. An additional question was added to assess sexual TDV. To describe the content of new physical and sexual TDV victimization questions first administered in the 2013 national Youth Risk Behavior Survey, to share data on the prevalence and frequency of TDV (including the first-ever published overall "both physical and sexual TDV" and "any TDV" national estimates using these new questions), and to assess associations of TDV experience with health-risk behaviors. Secondary data analysis of a cross-sectional survey of 9900 students who dated, from a nationally representative sample of US high school students, using the 2013 national Youth Risk Behavior Survey. Two survey questions separately assessed physical and sexual TDV; this analysis combined them to create a 4-level TDV measure and a 2-level TDV measure. The 4-level TDV measure includes "physical TDV only," "sexual TDV only," "both physical and sexual TDV," and "none." The 2-level TDV measure includes "any TDV" (either or both physical and sexual TDV) and "none." Sex-stratified bivariate and multivariable analyses assessed associations between TDV and health-risk behaviors. In 2013, among students who dated, 20.9% of female students (95% CI, 19.0%-23.0%) and 10.4% of male students (95% CI, 9.0%-11.7%) experienced some form of TDV during the 12 months before the survey. Female students had a higher prevalence than male students of physical TDV only, sexual TDV only, both physical and sexual TDV, and any TDV. All health-risk behaviors were most prevalent among students who experienced both forms of TDV and were least prevalent among students who experienced none (all P < .001). The 2013 TDV questions allowed for new prevalence estimates of TDV to be established that represent a more complete measure of TDV and are useful in determining associations with health-risk behaviors among youth exposed to these different forms of TDV.

Ideas Exchange: How Are Teachers Using Pedometers Creatively in Classes to Impact the Level of Physical Activity?

ERIC Educational Resources Information Center

Barney, David; Konkler, Jan; Nelson, Sherry L.; Brewer, Joan; Mielke, Danny R.; Morrison, Joni; Eklund, Nancy Raso; Flores, Adrian

2010-01-01

Pedometers are great equalizers. They are wonderful for students who don't have the speed of other students, but can still keep up by taking as many steps as other students while improving their fitness level. In this article, teachers describe how they are using pedometers creatively in classes to impact the level of physical activity.

Observations Of General Learning Patterns In An Upper-Level Thermal Physics Course

NASA Astrophysics Data System (ADS)

Meltzer, David E.

2009-11-01

I discuss some observations from using interactive-engagement instructional methods in an upper-level thermal physics course over a two-year period. From the standpoint of the subject matter knowledge of the upper-level students, there was a striking persistence of common learning difficulties previously observed in students enrolled in the introductory course, accompanied, however, by some notable contrasts between the groups. More broadly, I comment on comparisons and contrasts regarding general pedagogical issues among different student sub-populations, for example: differences in the receptivity of lower- and upper-level students to diagrammatic representations; varying receptivity to tutorial-style instructional approach within the upper-level population; and contrasting approaches to learning among physics and engineering sub-populations in the upper-level course with regard to use of symbolic notation, mathematical equations, and readiness to employ verbal explanations.

An examination of eating attitudes and physical activity levels of Turkish university students with regard to self-presentational concern.

PubMed

Aşçi, F Hülya; Tüzün, Macide; Koca, Canan

2006-11-01

This study aimed to examine eating attitudes and physical activity level of young women and men university students with regard to social physique anxiety level. 482 university students participated in this study voluntarily. "Eating Attitude Test (EAT-40)", "Social Physique Anxiety Scale" and "Physical Activity Assessment Questionnaire" were used to assess the eating attitude, social physique anxiety and physical activity level of participants, respectively. Women and men participants in this study were assigned to high (HSPA) and low (LSPA) social physique anxiety groups with respect to their median scores. Men had favorable eating attitudes and higher physical activity level than women. In addition, participants in the HSPA group had unfavorable eating attitudes and higher physical activity MET values than participants in the LSPA group. On the other hand, groupxgender interaction was only significant for the eating attitudes scores but, not for physical activity level. Women in the HSPA group scored higher on the EAT-40 than men in HSPA and women and men in the LSPA groups.

Assessing the Preparedness and Achievement of Greenville Technical College Students Enrolled in a First Year Physical Science Course: A Preliminary Report.

ERIC Educational Resources Information Center

Farmer, Michael H.

In December 1990, faculty members of the Greenville Technical College (GTC) Physical Sciences Department met to develop methods for improving student achievement and preparedness in the physical sciences. Given the variety of student preparedness levels and lack of data on student backgrounds, the faculty agreed that student achievement and…

ADAPTED PHYSICAL EDUCATION, PRINCIPLES AND PRACTICE OF PHYSICAL EDUCATION FOR EXCEPTIONAL STUDENTS. SECOND EDITION.

ERIC Educational Resources Information Center

DANIELS, ARTHUR S.; DAVIES, EVELYN A.

THIS BOOK HAS THREE PURPOSES--(1) TO SHOW HOW PHYSICAL EDUCATION ACTIVITIES MAY BE ADAPTED FOR EXCEPTIONAL STUDENTS AT ALL LEVELS OF SCHOOL, (2) TO SERVE AS A PRACTICAL GUIDE TO PHYSICAL EDUCATION PERSONNEL WHO WISH TO WORK FOR FULL DEVELOPMENT OF EACH STUDENT, AND (3) TO SERVE AS A TEXT FOR STUDENTS IN TRAINING, TEACHERS, AND THERAPISTS. PART ONE…

Cross-Grade Comparison of Students' Conceptual Understanding with Lenses in Geometric Optics

ERIC Educational Resources Information Center

Tural, G.

2015-01-01

Students commonly find the field of physics difficult. Therefore, they generally have learning problems. One of the subjects with which they have difficulties is optics within a physics discipline. This study aims to determine students' conceptual understanding levels at different education levels relating to lenses in geometric optics. A…

Gravity, Magnetism, and "Down": Non-Physics College Students' Conceptions of Gravity

ERIC Educational Resources Information Center

Asghar, Anila; Libarkin, Julie C.

2010-01-01

This study investigates how students enrolled in entry-level geology, most of whom would graduate from college without university-level physics courses, thought about and applied the concept of gravity while solving problems concerning gravity. The repercussions of students' gravity concepts are then considered in the context of non-physics…

Study on Current Levels of Physical Activity and Sedentary Behavior among Middle School Students in Beijing, China.

PubMed

Duan, Jiali; Hu, Huanhuan; Wang, Guan; Arao, Takashi

2015-01-01

This study aimed to determine current levels of physical activity and sedentary behavior in middle school students on the basis of grade, sex, student attitudes toward physical education, and residence location. In 2013, a cross-sectional study of 1793 students aged 12 to 15 years was conducted across eight middle schools in Beijing, China. Four schools were selected from an urban district and another four schools were from a suburban district. Physical activity and sedentary behavior data were collected using the commonly used school-based Chinese version of the China Health and Nutrition Survey. The mean age of sampled students was 13.3 ± 1.0 years; 51.5% were boys. Approximately 76.6% of students reported having three 45-minute physical education classes every week. A total of 35.6% students spent ≥ 1 h/day performing moderate to vigorous physical activity (MVPA) during school, and 34.9% spent ≥ 1 h/day in MVPA outside school time. Approximately half (49.7%) of the students engaged in reading, writing, or drawing for ≥ 2 h/day, and 42.9% reported screen time for ≥ 2 h/day. Although boys spent more time engaged in physical activity than girls did, they also spent more time exhibiting sedentary behavior. Each 10-unit increase in attitudes toward physical education was associated with an increased odds of 1.15 (95%CI: 1.09-1.20) for spending more than 1 h/day on MVPA. Students in suburban schools reported engaging in physical activity less when compared with those in urban schools. The majority of our students did not meet the current physical activity recommendations, and about half of the students spent excessive time engaging in sedentary behaviors. Findings from this study highlight a positive association between student attitudes toward physical education and physical activity. Studies are needed to further explore the role of student attitudes toward physical education in promoting physical activity among Chinese students.

A Sport Education Fitness Season's Impact on Students' Fitness Levels, Knowledge, and In-Class Physical Activity

ERIC Educational Resources Information Center

Ward, Jeffery Kurt; Hastie, Peter A.; Wadsworth, Danielle D.; Foote, Shelby; Brock, Sheri J.; Hollett, Nikki

2017-01-01

Purpose: The purpose of this study was to determine the extent to which a sport education season of fitness could provide students with recommended levels of in-class moderate-to-vigorous physical activity (MVPA) while also increasing students' fitness knowledge and fitness achievement. Method: One hundred and sixty-six 5th-grade students (76…

An analysis of the changes in ability and knowledge of students taking A-level physics and mathematics over a 35 year period

NASA Astrophysics Data System (ADS)

Barham, Peter J.

2012-03-01

New undergraduate students arriving to study physics at the University of Bristol from 1975 onwards have all taken the same test of their knowledge and understanding of physics and mathematics. Many of the questions test knowledge of material that has been in the A-level syllabus for maths or physics throughout this period. The ability of incoming students to answer these questions declined significantly in the 1990s with average scores falling from around 75% up to 1990 to below 50% after 2000 against a background of increasing A-level grades of the entrants to the programme. It is suggested that changes in teaching and examination methods have caused students to be less able to carry out multi-stage calculations and that the introduction of modular examinations may have encouraged a culture where students tend to forget material learnt in previous modules.

Effect of Learning Activity on Students' Motivation, Physical Activity Levels and Effort/Persistence

ERIC Educational Resources Information Center

Gao, Zan; Lee, Amelia M.; Xiang, Ping; Kosma, Maria

2011-01-01

The type of learning activity offered in physical education may influence students' motivational beliefs, physical activity participation and effort/persistence in class. However, most empirical studies have focused on the individual level rather than on the learner-content interactions. Accordingly, the potential effects of learning activities on…

The Relationship between Physical Activity Level, Body Mass Index, and Body Fat Percentages in Urban and Rural Elementary School Students

ERIC Educational Resources Information Center

Orhan, Özlem

2015-01-01

The purpose of this study is to compare the physical activity levels, physical activity types, Body Mass Index (BMI) and body fat percentage (BF%) values of elementary school students living in rural and urban. Body height (BH), body weight (BW), BF% and BMI data were measured. Physical activity questionnaire was conducted to determine the…

Teaching a Hypothesis-driven Physical Diagnosis Curriculum to Pulmonary Fellows Improves Performance of First-Year Medical Students

PubMed Central

Saghafi, Ramin; Kempker, Jordan A.; Schulman, David A.

2016-01-01

Rationale: Hypothesis-driven physical examination emphasizes the role of bedside examination in the refinement of differential diagnoses and improves diagnostic acumen. This approach has not yet been investigated as a tool to improve the ability of higher-level trainees to teach medical students. Objectives: To assess the effect of teaching hypothesis-driven physical diagnosis to pulmonary fellows on their ability to improve the pulmonary examination skills of first-year medical students. Methods: Fellows and students were assessed on teaching and diagnostic skills by self-rating on a Likert scale. One group of fellows received the hypothesis-driven teaching curriculum (the “intervention” group) and another received instruction on head-to-toe examination. Both groups subsequently taught physical diagnosis to a group of first-year medical students. An oral examination was administered to all students after completion of the course. Measurements and Main Results: Fellows were comfortable teaching physical diagnosis to students. Students in both groups reported a lack of comfort with the pulmonary examination at the beginning of the course and improvement in their comfort by the end. Students trained by intervention group fellows outperformed students trained by control group fellows in the interpretation of physical findings (P < 0.05). Conclusions: Teaching hypothesis-driven physical examination to higher-level trainees who teach medical students improves the ability of students to interpret physical findings. This benefit should be confirmed using validated testing tools. PMID:26730644

Photography as a Means of Narrowing the Gap between Physics and Students

ERIC Educational Resources Information Center

Bagno, Esther; Eylon, Bat-Sheva; Levy, Smadar

2007-01-01

Many teachers would agree that not all their A-level students appreciate the beauty of physics or enjoy solving complex problems. In this article, we describe a photo-contest activity aimed at narrowing the gap between physics and students. The photo contest, involving both students and teachers, is guided by the National Center of Physics…

Podcasts and Wiki's: Delivering Content Information to Students Using Technology. Article #4 in a 6-Part Series

ERIC Educational Resources Information Center

Mears, Derrick

2009-01-01

One of the most difficult tasks for today's physical educator is to ensure students maintain high levels of physical activity during physical education courses and demonstrate knowledge of cognitive content. The National Standards for Physical Education (NASPE) indicate that students should not only demonstrate motor competency, but also an…

[Evaluation of the level of students' knowledge about psychoactive drugs].

PubMed

Medrela-Kuder, Ewa

2007-01-01

The aim of the paper is to evaluate the level of knowledge about addictions. The research was conducted among a group of 158 people, with 85 of whom studying physiotherapy and 73--physical education at the Academy of Physical Education in Krakow. Students of both disciplines had compulsory health promotion classes. The level of knowledge is insufficient and comparable in both cases. The vast majority of the surveyed know the definition of psychical and physical addiction. Students are not capable of listing the consequences of smoking for health. A relatively high percentage claims that beer is not addictive. Not all students know that marijuana smoking leads to addiction as well.

Improvement or selection? A longitudinal analysis of students' views about experimental physics in their lab courses

NASA Astrophysics Data System (ADS)

Wilcox, Bethany R.; Lewandowski, H. J.

2017-12-01

Laboratory courses represent a unique and potentially important component of the undergraduate physics curriculum, which can be designed to allow students to authentically engage with the process of experimental physics. Among other possible benefits, participation in these courses throughout the undergraduate physics curriculum presents an opportunity to develop students' understanding of the nature and importance of experimental physics within the discipline as a whole. Here, we present and compare both a longitudinal and pseudolongitudinal analysis of students' responses to a research-based assessment targeting students' views about experimental physics—the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS)—across multiple, required lab courses at a single institution. We find that, while pseudolongitudinal averages showed increases in students' E-CLASS scores in each consecutive course, analysis of longitudinal data indicates that this increase was not driven by a cumulative impact of laboratory instruction. Rather, the increase was driven by a selection effect in which students who persisted into higher-level lab courses already had more expertlike beliefs, attitudes, and expectations than their peers when they started the lower-level courses.

Increasing Student Physical Fitness through Increased Choice of Fitness Activities and Student Designed Fitness Activities for Ninth through Twelfth Graders in Physical Education Class

ERIC Educational Resources Information Center

Jacob, Margo A.

2011-01-01

This action research project report began when the teacher researcher determined that students exhibited physical fitness levels below that of the state and national norms, and also displayed negative attitudes about physical education. The purpose of this action research project was to increase physical fitness and fitness attitudes through…

E-Learning Practice-Oriented Training in Physics: The Competence Formation

ERIC Educational Resources Information Center

Kravets, Alla G.; Titova, Oxana V.; Shabalina, Olga A.

2013-01-01

The method of competences level automated management is developed for student's competences formation. An insufficient level of schools graduates in physics is identified as the modern problem of the education. Teacher does not specify which step in a solution a student can not cope with, and the student reiterates his mistake in other tasks…

The Relationship between Physical Activity Level and Healthy Life-Style Behaviors of Distance Education Students

ERIC Educational Resources Information Center

Özkan, Ali

2015-01-01

The purpose of the study was to determine the relationship between physical activity levels and healthy life-style behaviors in distance education students in Hoca Ahmet Yesevi University. In total, 526 distance education students in Hoca Ahmet Yesevi University participated in this study voluntarily. The short form of International Physical…

Students' objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation toward physical education.

PubMed

Aelterman, Nathalie; Vansteenkiste, Maarten; Van Keer, Hilde; Van den Berghe, Lynn; De Meyer, Jotie; Haerens, Leen

2012-08-01

Despite evidence for the utility of self-determination theory in physical education, few studies used objective indicators of physical activity and mapped out between-class, relative to between-student, differences in physical activity. This study investigated whether moderate-to-vigorous physical activity (MVPA) and rated collective engagement in physical education were associated with autonomous motivation, controlled motivation, and amotivation at the between-class and between-student levels. Participants were 739 pupils (46.3% boys, Mage = 14.36 ±1.94) from 46 secondary school classes in Flanders (Belgium). Multilevel analyses indicated that 37% and 63% of the variance in MVPA was explained by between-student and between-class differences, respectively. Students' personal autonomous motivation related positively to MVPA. Average autonomous class motivation was positively related to between-class variation in MVPA and collective engagement. Average controlled class motivation and average class amotivation were negatively associated with collective engagement. The findings are discussed in light of self-determination theory's emphasis on quality of motivation.

Student Physical Therapists' Competence and Self-Confidence in Basic Clinical Assessment and Musculoskeletal Differential Diagnosis.

PubMed

Alexander, Kathleen M; Olsen, Janette; Seiger, Cindy; Peterson, Teri S

2016-01-01

Student physical therapists are expected to learn and confidently perform technical skills while integrating nontechnical behavioral and cognitive skills in their examinations and interventions. The purpose of this study was to compare the self-confidence of entry-level doctoral student physical therapists during foundational assessment and musculoskeletal differential diagnosis courses and the students' competencies based on skills examinations. Methods using qualitative and quantitative procedures. Student physical therapists (n=27) participated in a basic assessment course followed by a musculoskeletal differential diagnosis course. The students completed confidence surveys prior to skills examinations in both courses. A random sample of students participated in focus groups, led by a researcher outside the physical therapy department. Student confidence did not correlate with competency scores. At the end of the basic clinical assessment course and the beginning of the differential diagnosis course, students' confidence was significantly below baseline. However, by the end of the differential diagnosis course, student confidence had returned to original baseline levels. Over three semesters, the students lost confidence and then regained confidence in their abilities. Additional experience and practice influenced perceived confidence. However, increased competence may have been associated with poor self-appraisal skills instead of increased competency.

Physical Activity Levels in Coeducational and Single-Gender High School Physical Education Settings

ERIC Educational Resources Information Center

Hannon, James; Ratliffe, Thomas

2005-01-01

The purpose of this study was to investigate the effects of coeducational (coed) and single-gender game-play settings on the activity levels of Caucasian and African American high school physical education students. Students participated in flag football, ultimate Frisbee, and soccer units. Classes were as follows: there were two coed classes, two…

Student Outcomes of School-Based Physical Therapy as Measured by Goal Attainment Scaling.

PubMed

Chiarello, Lisa A; Effgen, Susan K; Jeffries, Lynn; McCoy, Sarah Westcott; Bush, Heather

2016-01-01

The main purposes were to describe individualized outcomes of students receiving school-based physical therapy and determine if goal attainment differed by gross motor ability and age. One hundred nine physical therapists and 296 students participated. At the beginning of the school year, therapists translated students' Individualized Education Program goals into subgoals using Goal Attainment Scaling and determined students' Gross Motor Functional Classification System level. Researchers categorized goals (posture/mobility, recreation/fitness, self-care, or academics), and therapists identified students' primary goal. At the end of the school year, therapists scored the goals. Descriptive statistics and 2-way analyses of variance were conducted. Students exceeded their expected goal level for primary goals and goals categorized as posture/mobility, recreation/fitness, and self-care and made progress on academic goals. No differences were found by gross motor ability. Younger students had higher goal attainment for primary and recreation goals. Students achieve individualized outcomes addressed by school-based physical therapy.

Culturally Responsive Physics Teaching: Content or Conveyance?

NASA Astrophysics Data System (ADS)

Stewart, Taquan Seth

2011-12-01

This study, in response to the achievement gap in science and the lack of significant numbers of ethnic minorities in science fields, examined the effects of a Cultural Responsiveness Workshop and intervention on teacher practice, teacher discourse, and student perceptions and connectedness to physics. The sample was comprised of three high school physics teachers---2 teaching five 12th grade sections and one teaching five 9th grade sections of physics---in two separate urban schools in the same section of South Los Angeles. My research design was qualitative and examined eight culturally responsive indicators that, when applied, may increase student engagement and level of connectedness in urban high school physics classrooms: (1) proximity to students, (2) the ways in which they encouraged students, (3) positive reinforcement techniques, (4) modifications for individual learning types, (5) use of children's strengths, (6) scaffolding, (7) displaying an understanding of diverse cultures, and (8) displaying a personal regard for students of diverse cultures. When the study was completed and data was collected, I identified trends in the change in teacher discourse, behaviors, instructional practice, and perceptions of student engagement. My findings, discovered through classroom observations and focus groups, indicated a positive shift in each. Accompanying these shifts were positive shifts in level of student engagement and level of connectedness. There were also the unexpected findings of the need for teachers to receive feedback in a safe collaborative space and the use of culturally responsive teaching as a tool for behavioral management. My study found that there is a definite relationship between the use of the culturally responsive indicators observed, student engagement and student level of connectedness to physics when implemented in urban high school science classrooms.

An Analysis of the Changes in Ability and Knowledge of Students Taking A-Level Physics and Mathematics over a 35 Year Period

ERIC Educational Resources Information Center

Barham, Peter J.

2012-01-01

New undergraduate students arriving to study physics at the University of Bristol from 1975 onwards have all taken the same test of their knowledge and understanding of physics and mathematics. Many of the questions test knowledge of material that has been in the A-level syllabus for maths or physics throughout this period. The ability of incoming…

The entry-level physical therapist: a case for COMFORT communication training.

PubMed

Goldsmith, Joy; Wittenberg-Lyles, Elaine; Frisby, Brandi N; Platt, Christine Small

2015-01-01

Entry-level physical therapists provide clinical care for patients with functional mobility limitations. Their care spans the continuum of settings, disease processes, and diagnoses. Although effective communication skills are required to conduct physical therapy work, there is limited instruction provided in physical therapy education and students receive little exposure to seriously or chronically ill patients. The goal of this study was to assess the effects of communication training for the entry-level physical therapist facing palliative and end-of-life communication with patients/families. A pre-post survey design and narrative writing were used to assess the effect of the COMFORT communication training curriculum provided to doctorally trained, graduating physical therapists. The study demonstrated decreased student apprehension about communicating with dying patients and their families, and a comparison of mean scores reflecting the students' communication knowledge, confidence, and behaviors increased in a positive direction. As students became more willing to communicate, they were also more adept at integrating task and relational messages, as well as assimilating emotional support messages for patients and families. This study shows promise for the feasibility and utilization of the COMFORT curriculum for entry-level physical therapists. Further research should address the integration of COMFORT earlier into physical therapy education, as well as assess evidence of COMFORT communication skills in the clinical context.

Characterization of Martian Surface Deposits at the Mars Pathfinder Landing Site with Regards to Origin, Products and Processes

NASA Astrophysics Data System (ADS)

Zanki, Perry

The department of Physics of the University of Glasgow was concerned about losing students after the end of the level 1 Physics course. The current research project started as an attempt to find out the reasons for this, but moved to investigate attitudes towards Physics at several stages during secondary school and attitudes towards science with primary pupils. Analyses of factors, which influence students' intentions towards studying Physics, were performed against the background of the Theory of Planned Behaviour, which interprets people's behaviour by considering three factors: attitude towards behaviour (advantages or disadvantages of being involved in the behaviour, e.g. studying Physics for Honours); subjective norm (approval or disapproval of important people towards engaging in the behaviour, e.g. parents, teacher, general norms of the society); perceived behavioural control (skills, knowledge, cooperation of others, abilities, efforts required to perform the behaviour). Analysis of these factors revealed some reasons for students' withdrawal from Physics after level 1 and pointed to factors which may facilitate students' persistence in the subject. A general analysis of level 1 and level 2 students' attitudes towards different aspects of the university Physics course revealed that the level 1 students' attitudes towards their university course of lectures and course of laboratories tended to be negatively polarised. Recommendations were suggested on the basis of the gathered evidence about how to make students' experience in university Physics more satisfactory for them. The data obtained from the separate analyses of females' and males' attitudes towards university Physics course have showed that attitudes of females and males were similar. The only significant difference between level 1 females and males was found to be the perceived behavioural control factor (students' attitudes towards course difficulty, attitudes towards work load in the course), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics revealed that although boys and girls are equally interested in certain areas of the subject, there are areas in Physics where boys and girls interests are significantly different. No differences were found in intensity of boys' and girls' interests towards suggested Physics topics at primary P6/P7 level, S3 and S5/S6 levels. At S2 and S4 levels a significant decline of girls' interests relative to boys interests was observed. S2 and S4 stages are decision making ones when pupils have the opportunity to select courses for the future. It was also revealed that the ratio of boys to girls in Physics once established at S2 level remains unchanged through the years of Standard Grade and Higher Grade Physics courses. This may indicate that if the number of girls in Physics is an issue for concern then attention should be paid to the primary and, especially early secondary years to attract girls to Physics. School Physics courses in Scotland revealed a high retention rate of girls in Physics. Analyses of preferred activities revealed that practical work is the most enjoyable activity in Science/Physics lessons for both girls and boys at every stage of schooling and studying the theory was found to be the least enjoyable activity at school for both genders at every age. The picture was almost the reverse with university Physics students.

Physical Activity Levels during Adventure-Physical Education Lessons

ERIC Educational Resources Information Center

Gehris, Jeffrey; Myers, Elizabeth; Whitaker, Robert

2012-01-01

Adventure-physical education has been proposed to promote adolescents' physical development, but little is known about physical activity levels during such lessons. Using the System for Observing Fitness Instruction Time, we observed students' (ages 11-14 years) physical activity levels in co-educational classes during 43 adventure-physical…

Effects of Curricular Activity on Students' Situational Motivation and Physical Activity Levels

ERIC Educational Resources Information Center

Gao, Zan; Hannon, James C.; Newton, Maria; Huang, Chaoqun

2011-01-01

The purpose of this study was to examine (a) the effects of three curricular activities on students' situational motivation (intrinsic motivation [IM], identified regulation [IR], external regulation, and amotivation [AM]) and physical activity (PA) levels, and (b) the predictive strength of situational motivation to PA levels. Four hundred twelve…

The impact of student diversity on interest, design, and promotion of Web-based tailored nutrition and physical activity programs for community colleges.

PubMed

Quintiliani, Lisa M; De Jesus, Maria; Wallington, Sherrie Flynt

2011-01-01

To examine an organizational level perspective of the process of adopting Web-based tailored nutrition and physical activity programs for community college students. In this qualitative study, 21 individual key informant interviews of community college student services and health center administrators were used to examine organizational-level perceptions of interest in, design characteristics of, and ways to promote health programs. A cross-classification matrix of a priori and emergent themes related to student diversity was created to describe cross-cutting patterns. Findings revealed 5 emergent themes for consideration in program development related to student diversity: (1) multiple roles played by students, (2) limited access to financial resources, (3) varied student demographics, (4) different levels of understanding, and (5) commuting to campus. Nutrition and physical activity programs for community colleges need to specifically address the diverse nature of their students to increase the potential of adoption. Copyright © 2011 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

The Four-Year Investigation of Physical and Physiological Features of Students in a Physical Education and Sports Department

ERIC Educational Resources Information Center

Ocak, Yucel

2016-01-01

Problem Statement: Student candidates who want to be a Physical Education Teacher in Turkey should take special ability exams of Physical Education and Sports Schools. In this exam, it is required to have a high physical capability apart from a high level of special branch skills. For this reason, the students who pass and start their education at…

Analysis of an Unusual Mirror in a 16th-Century Painting: A Museum Exercise for Physics Students

ERIC Educational Resources Information Center

Swaminathan, Sudha; Lamelas, Frank

2017-01-01

Physics students at Worcester State University visit the Worcester Art Museum (WAM) at the end of a special 100- level course called Physics in Art. The students have studied geometrical optics, and they have been introduced to concepts in atomic physics. The purpose of the museum tour is to show how physics-based techniques can be used in a…

Socializing Agents for Sport and Physical Activities in Teenage Students: Comparative Studies in Samples From Costa Rica, Mexico, and Spain.

PubMed

Ruiz-Juan, Francisco; Baena-Extremera, Antonio; Granero-Gallegos, Antonio

2017-01-01

The aim of this study is to analyze a set of socializing agents for sport and physical activities and to establish their relationship with leisure time sport and physical activities behaviors and practice patterns in samples of teenage students with different sociocultural backgrounds. The sample included 2168 students in their first year of secondary education, 423 of them being from Costa Rica, 408 from Mexico, and 1337 from Spain (1052 male students, 1037 female students, and 79 students who did not specify gender) aged 11-16 years old ( M = 12.49; SD = .81). A validated questionnaire with questions about leisure time sport and physical activities and socializing agents was used. Descriptive, inferential, and multinomial logistic regression analyses were carried out with SPSS 17.0 to compare all three countries. Costa Rica had the most active students, best friends' inactivity, and unsupportive parents being the agents predicting inactivity and a low level of sport and physical activities. Mexico has a high dropout rate and inactive students exceed active ones; no agent predicts inactivity or sport and physical activities pattern. Spain has the highest level of sport and physical activities practice, and parents, siblings, and friends are predicting agents of inactivity together with unsupportive parents and friends.

A Comparative Study of Students' Happiness Levels and Thinking Styles in Physical Education and Sport Teaching, and Other Departments, in Turkey

ERIC Educational Resources Information Center

Tingaz, Emre Ozan; Hazar, Muhsin; Baydar, Hacer Özge; Gökyürek, Belgin; Çakiroglu, Temel

2018-01-01

The objectives of this research were to compare the happiness and thinking styles of undergraduate students in the Physical Education and Sports Teaching Department and different departments, and to examine the relations between the students' happiness levels and their thinking styles. Using the correlational study design 661, undergraduate…

The Influence of the Sport Education Model on Amotivated Students' In-Class Physical Activity

ERIC Educational Resources Information Center

Perlman, Dana

2012-01-01

The Sport Education Model (SEM) was designed by Siedentop to provide students with a holistic sport-based experience. As research on the SEM continues, an aspect that has gained interest is the influence on (a) students with low levels of motivation and (b) opportunities to engage in health-enhancing levels of physical activity. The purpose of…

Thoughts from Female A-Level and GCSE Students

ERIC Educational Resources Information Center

Macdonald, Averil

2011-01-01

There have been many studies of the reasons why female students do not take physics. However, all scientists know that the measurement in any experiment is influenced by the act of measurement. Perhaps this is also true when undertaking surveys to assess why girls do not choose physics. Here a female A-level student who achieved grade A* at GCSE…

Aerobic Capacity and Anaerobic Power Levels of the University Students

ERIC Educational Resources Information Center

Taskin, Cengiz

2016-01-01

The aim of study was to analyze aerobic capacity and anaerobic power levels of the university students. Total forty university students who is department physical education and department business (age means; 21.15±1.46 years for male and age means; 20.55±1.79 years for female in department physical education), volunteered to participate in this…

What Can We Learn from PER: Physics Education Research?

ERIC Educational Resources Information Center

Singh, Chandralekha

2014-01-01

Physics Education Research (PER) focuses on understanding how students learn physics at all levels and developing strategies to help students with diverse prior preparations learn physics more effectively. New physics instructors are encouraged to visit http://PhysPort.org, a website devoted to helping instructors find effective teaching resources…

A Analysis of Saudi Arabian High School Students' Misconceptions about Physics Concepts.

NASA Astrophysics Data System (ADS)

Al-Rubayea, Abdullah A. M.

This study was conducted to explore Saudi high students' misconceptions in selected physics concepts. It also detected the effects of gender, grade level and location of school on Saudi high school students' misconceptions. In addition, a further analysis of students' misconceptions in each question was investigated and a correlation between students' responses, confidence in answers and sensibleness was conducted. There was an investigation of sources of students' answers in this study. Finally, this study included an analysis of students' selection of reasons only in the instrument. The instrument used to detect the students' misconceptions was a modified form of the Misconception Identification in Science Questionnaire (MISQ). This instrument was developed by Franklin (1992) to detected students' misconceptions in selected physics concepts. This test is a two-tier multiple choice test that examines four areas of physics: Force and motion, heat and temperature, light and color and electricity and magnetism. This study included a sample of 1080 Saudi high school students who were randomly selected from six Saudi educational districts. This study also included both genders, the three grade levels of Saudi high schools, six different educational districts, and a city and a town in each educational district. The sample was equally divided between genders, grade levels, and educational districts. The result of this study revealed that Saudi Arabian high school students hold numerous misconceptions about selected physics concepts. It also showed that tenth grade students were significantly different than the other grades. The result also showed that different misconceptions are held by the students for each concept in the MISQ. A positive correlation between students' responses, confidence in answers and sensibleness in many questions was shown. In addition, it showed that guessing was the most dominant source of misconceptions. The result revealed that gender and grade level had an affect on students' choice of decision on the MISQ items. A positive change in the means of gender and grade levels in the multiple choice test and gender differences in selection of reason may be associated with specific concepts. No significant difference in frequencies of the reasons chosen by the student to justify their answers were found in most of the items (10 items).

Students' epistemological beliefs, expectations, and learning physics: An international comparison

NASA Astrophysics Data System (ADS)

Sharma, Sapna; Ahluwalia, P. K.; Sharma, S. K.

2013-06-01

It has been established by physics education researchers that there is a correlation between the learner’s behavior, their epistemological beliefs with which they come to the classrooms, and their success in a course. This study of Indian students and teachers explores expectations and beliefs in learning physics at the secondary and tertiary levels by making use of the Maryland Physics Expectation (MPEX) survey, which has been tested for both its validity and its reliability. The MPEX was administered to a sample of 265 Indian students at three different levels of study: (i) XII standard (high school), (ii) undergraduate (Bachelor of Science), and (iii) master’s degree (Master of Science in Physics, MS). In India, a pre-post instruction difference between the attitudes of class XII, undergraduate, and master’s students is observed with favorable improvement in master’s students as compared to deterioration in both class XII and undergraduate students. A comparison of these results with those reported in similar studies conducted in four other countries (U.S., Turkey, Philippines, and Thailand) indicates that there is a difference between the U.S. students and those of the other three countries and also between U.S. experts and Indian teachers. In all countries (U.S., India, Turkey, Thailand, and Philippines) the basic trend of expectation from pre to post test remained the same—there was a deterioration observed in all levels of students. Indian MS students were an exception. A significant difference was observed in the expectations of U.S. experts and Indian teachers. The score of favorable views of Indian class XII and undergraduate students was observed to be less than U.S. students in many clusters. No significant difference was found between Indian male and female students’ expectations at any level of study. This study shows that most Indian students have nowhere near an expert’s expectations even after instruction, which might affect their motivation and success in physics courses and may have long-term implications on the quality of physics education in schools, colleges. and universities and the scientific research aspirations of the country.

Replicating effective pedagogical approaches from introductory physics to improve student learning of quantum mechanics

NASA Astrophysics Data System (ADS)

Sayer, Ryan Thomas

Upper-level undergraduate students entering a quantum mechanics (QM) course are in many ways similar to students entering an introductory physics course. Numerous studies have investigated the difficulties that novices face in introductory physics as well as the pedagogical approaches that are effective in helping them overcome those difficulties. My research focuses on replicating effective approaches and instructional strategies used in introductory physics courses to help advanced students in an upper-level QM course. I have investigated the use of Just-in-time Teaching (JiTT) and peer discussion involving clicker questions in an upper-level quantum mechanics course. The JiTT approach including peer discussions was effective in helping students overcome their difficulties and improve their understanding of QM concepts. Learning tools, such as a Quantum Interactive Learning Tutorial (QuILT) based on the Doubleslit Experiment (DSE) which I helped develop, have been successful in helping upper-level undergraduate students improve their understanding of QM. Many students have also demonstrated the ability to transfer knowledge from a QuILT based on the Mach-Zehnder interferometer while working on the DSE QuILT. In addition, I have been involved in implementing research-based activities during our semester-long professional development course for teaching assistants (TAs). In one intervention, TAs were asked to grade student solutions to introductory physics problems first using their choice of method, then again using a rubric designed to promote effective problem-solving approaches, then once more at the end of the semester using their choice of method. This intervention found that many TAs have ingrained beliefs about the purposes of grading which include placing the burden of proof on the instructor as well as a belief that grading cannot serve as a formative assessment. I also compared TAs grading practices and considerations when grading student solutions to QM problems versus when grading student solutions to introductory physics. Many TAs penalized students for not explicating the problem solving process more often in the QM context than in the introductory physics context. The implications of these interventions for promoting student learning in QM are discussed.

Study on Current Levels of Physical Activity and Sedentary Behavior among Middle School Students in Beijing, China

PubMed Central

Duan, Jiali; Hu, Huanhuan; Wang, Guan; Arao, Takashi

2015-01-01

Introduction This study aimed to determine current levels of physical activity and sedentary behavior in middle school students on the basis of grade, sex, student attitudes toward physical education, and residence location. Methods In 2013, a cross-sectional study of 1793 students aged 12 to 15 years was conducted across eight middle schools in Beijing, China. Four schools were selected from an urban district and another four schools were from a suburban district. Physical activity and sedentary behavior data were collected using the commonly used school-based Chinese version of the China Health and Nutrition Survey. Results The mean age of sampled students was 13.3±1.0 years; 51.5% were boys. Approximately 76.6% of students reported having three 45-minute physical education classes every week. A total of 35.6% students spent ≥1 h/day performing moderate to vigorous physical activity (MVPA) during school, and 34.9% spent ≥1 h/day in MVPA outside school time. Approximately half (49.7%) of the students engaged in reading, writing, or drawing for ≥2 h/day, and 42.9% reported screen time for ≥2 h/day. Although boys spent more time engaged in physical activity than girls did, they also spent more time exhibiting sedentary behavior. Each 10-unit increase in attitudes toward physical education was associated with an increased odds of 1.15 (95%CI: 1.09–1.20) for spending more than 1 h/day on MVPA. Students in suburban schools reported engaging in physical activity less when compared with those in urban schools. Conclusion The majority of our students did not meet the current physical activity recommendations, and about half of the students spent excessive time engaging in sedentary behaviors. Findings from this study highlight a positive association between student attitudes toward physical education and physical activity. Studies are needed to further explore the role of student attitudes toward physical education in promoting physical activity among Chinese students. PMID:26181052

The relationship between physical fitness and academic achievement among adolescent in South Korea.

PubMed

Han, Gun-Soo

2018-04-01

[Purpose] The purpose of this study was to identify the relationship between physical fitness level and academic achievement in middle school students. [Subjects and Methods] A total of 236 students aged 13-15 from three middle schools in D city, South Korea, were selected using a random sampling method. Academic achievement was measured by students' 2014 fall-semester final exam scores and the level of physical fitness was determined according to the PAPS (Physical Activity Promotion System) score administrated by the Korean Ministry of Education. A Pearson correlation test with SPSS 20.0 was employed. [Results] The Pearson correlation test revealed a significant correlation between physical fitness and academic achievement. Specifically, students with higher levels of physical fitness tend to have higher academic performance. In addition, final exam scores of core subjects (e.g., English, mathematics, and science) were significantly related to the PAPS score. [Conclusion] Results of this study can be used to develop more effective physical education curricula. In addition, the data can also be applied to recreation and sport programs for other populations (e.g., children and adult) as well as existing national physical fitness data in various countries.

Learning in a Physics Classroom Community: Physics Learning Identity Construct Development, Measurement and Validation

ERIC Educational Resources Information Center

Li, Sissi L.

2012-01-01

At the university level, introductory science courses usually have high student to teacher ratios which increases the challenge to meaningfully connect with students. Various curricula have been developed in physics education to actively engage students in learning through social interactions with peers and instructors in class. This learning…

Measuring Perceived Benefits and Perceived Barriers for Physical Activity

ERIC Educational Resources Information Center

Brown, Seth A.

2005-01-01

Objectives: To evaluate the psychometric properties and relationship to physical activity levels of the Exercise Benefits/Barriers Scale (EBBS) among college students. Methods: A total of 398 college students completed the EBBS and a measure of self-efficacy, the Physical Exercise Self-Efficacy Scale. In addition, a subsample of 275 students also…

[Association between cardiometabolic risk factors, physical activity and sedentariness in Chilean university students].

PubMed

Morales Illanes, Gladys Ruth; Balboa-Castillo, Teresa; Muñoz, Sergio; Belmar, Carlos; Soto, Álvaro; Schifferli, Ingrid; Guillen-Grima, Francisco

2017-11-16

There is a huge evidence in adults, that a high level of physical activity and a low level of sedentariness are associated independently with a reduction of cardiometabolic risk factors (CMRF). This association has been poor evaluated in young people and the results are not conclusive. To estimate the association between CMRF, physical activity and sedentariness in Chilean university students. Cross-sectional study. Sample of 326 students who enrolled at University of La Frontera, Temuco, Chile, in 2014. They were selected randomly and stratified according to faculty, career and gender. We measured anthropometry, blood pressure, lipidic profile, glycemia, insulin resistance, tobacco and alcohol consumption. These variables were associated with physical activity level (PAL) and sedentariness using the IPAQ questionnaire. The students with a low PAL had a higher probability of abdominal obesity (OR: 4.68; IC 95% 1.86-11.73), metabolic syndrome (OR: 3.80; IC 95% 1.23-11.73) and triglycerides elevated (OR: 2.61 IC 95%; 1.18-5.75), compared with students with moderate and vigorous PAL (p < 0.05). There were no association between CMRF and sedentariness, even after fit by physical activity. We found an association between CMRF and PAL which was independent of sedentatiness. We believe it is very important to implement effective physical activity programs at universities. It is necesary to encourage students in order to increase the physical activity level to a moderate and vigorous range with the purpose of decreasing their cardiovascular risk. We consider it is recommendable to keep studying the association between sedentariness and CMRF.

Application of the Socio-Ecological Model to predict physical activity behaviour among Nigerian University students.

PubMed

Essiet, Inimfon Aniema; Baharom, Anisah; Shahar, Hayati Kadir; Uzochukwu, Benjamin

2017-01-01

Physical activity among university students is a catalyst for habitual physical activity in adulthood. Physical activity has many health benefits besides the improvement in academic performance. The present study assessed the predictors of physical activity among Nigerian university students using the Social Ecological Model (SEM). This cross-sectional study recruited first-year undergraduate students in the University of Uyo, Nigeria by multistage sampling. The International Physical Activity Questionnaire (IPAQ) short-version was used to assess physical activity in the study. Factors were categorised according to the Socio-Ecological Model which consisted of individual, social environment, physical environment and policy level. Data was analysed using the IBM SPSS statistical software, version 22. Simple and multiple logistic regression were used to determine the predictors of sufficient physical activity. A total of 342 respondents completed the study questionnaire. Majority of the respondents (93.6%) reported sufficient physical activity at 7-day recall. Multivariate analysis revealed that respondents belonging to the Ibibio ethnic group were about four times more likely to be sufficiently active compared to those who belonged to the other ethnic groups (AOR = 3.725, 95% CI = 1.383 to 10.032). Also, participants who had a normal weight were about four times more likely to be physically active compared to those who were underweight (AOR = 4.268, 95% CI = 1.323 to 13.772). This study concluded that there was sufficient physical activity levels among respondents. It is suggested that emphasis be given to implementing interventions aimed at sustaining sufficient levels of physical activity among students.

Lack of facilities rather than sociocultural factors as the primary barrier to physical activity among female Saudi university students.

PubMed

Samara, Anastasia; Nistrup, Anne; Al-Rammah, Tamader Y; Aro, Arja R

2015-01-01

The Kingdom of Saudi Arabia is experiencing a dramatic increase in physical inactivity, with women having higher levels of inactivity than men among all age groups. It is assumed that factors such as dress codes, restrictions on going outdoors, and conservative norms are the main reasons for women's low physical activity. Our aim was to explore the different parameters related to physical activity, including self-efficacy, as well as the perceived barriers to and benefits of physical activity in young Saudi females. Ninety-four first-year female Saudi university students in Riyadh, Kingdom of Saudi Arabia, participated in the present study in 2014. The students were from eight bachelor's programs in health and well-being, and each completed a questionnaire with questions divided into five parts as follows: 1) socioeconomic status, 2) physical activity, 3) self-efficacy 4) social factors, and 5) barriers and facilitators related to physical activity. The students exercised at home and alone, and there was low self-efficacy for physical activity (mean score =42±14). Among social factors, attending university was the only factor that hindered physical activity (32%). Physical activity was positively perceived overall (mean score =131±10). Students showed awareness of the benefits of physical activity for health and well-being. The most important barrier was the lack of designated areas available for physical activity. Students disagreed that family or the Islamic community were barriers to physical activity. The lack of facilities and lack of encouragement from the university, but not a lack of knowledge (a high level of knowledge is to be expected given their health and well-being studies backgrounds) and/or restrictions from families and society, seem to hinder female students' physical activity, at least young Saudi students.

Physical activity patterns in American high school students. Results from the 1990 Youth Risk Behavior Survey.

PubMed

Heath, G W; Pratt, M; Warren, C W; Kann, L

1994-11-01

To assess by self-reported participation in vigorous physical activity, the quantity and quality of school physical education, team sports, and television watching among 11,631 American high school students. Of all students in grades 9 through 12, 37% reported engaging in 20 minutes of vigorous physical activity three or more times per week. Participation in vigorous physical activity was higher among boys than girls (P < .01) and higher among white students than among those of other races and ethnic groups (P < .01). Overall, 43.7% of boys and 52% of girls reported that they were not enrolled in physical education classes. Of the students who reported attending physical education class during the past 2 weeks, 33.2% reported exercising 20 minutes or more in physical education class three to five times per week. In contrast, rates of participation in varsity and junior varsity sports remained constant across grade levels, but participation in recreational physical activity programs showed a lesser magnitude and also decreased with advancing grade. More than 70% of students reported spending at least 1 hour watching television each school day, and more than 35% reported watching television 3 hours or more each school day. Participation in vigorous physical activity and physical education class time devoted to physical activity are substantially below the goals set in Healthy People 2000. As students move toward graduation, we observed disturbing declines in participation in community recreation programs and overall vigorous activity. Students appear to spend considerably more time watching television than participating in physical activity. Public health efforts should focus on increasing the physical activity levels of our youth to enhance their current well-being and to reduce the risks of future chronic disease.

Correlating Student Interest and High School Preparation with Learning and Performance in an Introductory University Physics Course

ERIC Educational Resources Information Center

Harlow, Jason J.?B.; Harrison, David M.; Meyertholen, Andrew

2014-01-01

We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the…

The impact of utilizing mobile phones to promote physical activity among post-secondary students: a scoping review

PubMed Central

2016-01-01

A commitment to regular physical activity may reduce the risks of chronic diseases for young adults. Internationally, the majority of post-secondary students are insufficiently active for health benefits. Novel health strategies and interventions utilizing mobiles phones could increase post-secondary students’ physical activity levels. However, there is contradictory evidence to support the use of mobile phones to promote physical activity, and a scoping review could provide further insights into this topic. The purpose of this study was to conduct a scoping review to explore the existing literature and investigate what is currently known about the use of mobile phones to enhance physical activity levels among post-secondary students. A total of 84 articles were identified from the literature search, and six studies were selected for data analysis. Two major themes were supported by the evidence, which included: (I) the relationship between mobile phones and physical activity levels; and (II) students’ perceptions of mobile phones. Goal setting principles combined with text message interventions were reported to have significant influences on students’ physical activity levels. Students expressed mixed feelings about coaching elements of apps and posting personal results on social networking websites. No studies reported the use of objective physical activity measurements. In conclusion, mobile phone technologies such as text message reminders could be included in health interventions to enhance post-secondary students’ physical activity levels. There is limited evidence available on this topic and additional research is warranted to establish a clearer understanding of the relationship between mobile phones and post-secondary students’ physical activity. PMID:28293617

A Summer Math and Physics Program for High School Students: Student Performance and Lessons Learned in the Second Year

ERIC Educational Resources Information Center

Timme, Nicholas; Baird, Michael; Bennett, Jake; Fry, Jason; Garrison, Lance; Maltese, Adam

2013-01-01

For the past two years, the Foundations in Physics and Mathematics (FPM) summer program has been held at Indiana University in order to fulfill two goals: provide additional physics and mathematics instruction at the high school level, and provide physics graduate students with experience and autonomy in designing curricula and teaching courses.…

Female University Students’ Physical Activity Levels and Associated Factors—A Cross-Sectional Study in Southwestern Saudi Arabia

PubMed Central

Khalaf, Atika; Ekblom, Örjan; Kowalski, Jan; Berggren, Vanja; Westergren, Albert; Al-Hazzaa, Hazzaa

2013-01-01

Background: The high prevalence of physical inactivity in Saudi Arabia is a growing challenge to public health. This study aimed to examine the prevalence of physical activity (PA) and associated factors among female university students. Methods: This cross-sectional study involved 663 randomly selected female university students who completed the Arab Teens Life Style questionnaire. Data included measurements of anthropometric, socioeconomic and environmental factors, as well as self-reported PA. Ordinal regression was used to identify associated factors with low, moderate and high PA levels. Results: The mean age of participants was 20.4 years (SD 1.5). Mean BMI of the students in relation to PA were 23.0, 22.9, 22.1 for high, moderate and low levels of activity, respectively. The analysis revealed significantly higher PA levels among married students, those with high educated mothers, and those who lived far from parks, and lower activity levels among underweight students. Conclusions: This study raises four important determinants for female university students’ PA levels. These factors could be of great importance in the endeavor to prevent the health-threatening increase in physical inactivity patterns and thus non-communicable diseases and obesity where the focus should be on the specific situation and needs of women in Saudi Arabia. PMID:23939387

A comparative study of middle school and high school students' views about physics and learning physics

NASA Astrophysics Data System (ADS)

Ding, Lin

2013-01-01

Previous studies of student epistemological beliefs about physics and learning physics focused on college and post-college students in Western countries. However, little is known about early-grade students in Asian countries. This paper reports Chinese middle and high school students' views about the nature of physics and learning physics, measured by the Colorado Learning Attitudes Survey about Science (CLASS). Two variables—school level and gender—are examined for a series of comparative analyses. Results show that although middle school students received fewer years of education in physics, they demonstrated more expert-like conceptions about this subject matter than high school students. Also, male students in general exhibited more expert-like views than their female counterparts. While such a gender difference remained constant across both middle and high schools, for the most part it was a small-size difference.

The Binary System Laboratory Activities Based on Students Mental Model

NASA Astrophysics Data System (ADS)

Albaiti, A.; Liliasari, S.; Sumarna, O.; Martoprawiro, M. A.

2017-09-01

Generic science skills (GSS) are required to develop student conception in learning binary system. The aim of this research was to know the improvement of students GSS through the binary system labotoratory activities based on their mental model using hypothetical-deductive learning cycle. It was a mixed methods embedded experimental model research design. This research involved 15 students of a university in Papua, Indonesia. Essay test of 7 items was used to analyze the improvement of students GSS. Each items was designed to interconnect macroscopic, sub-microscopic and symbolic levels. Students worksheet was used to explore students mental model during investigation in laboratory. The increase of students GSS could be seen in their N-Gain of each GSS indicators. The results were then analyzed descriptively. Students mental model and GSS have been improved from this study. They were interconnect macroscopic and symbolic levels to explain binary systems phenomena. Furthermore, they reconstructed their mental model with interconnecting the three levels of representation in Physical Chemistry. It necessary to integrate the Physical Chemistry Laboratory into a Physical Chemistry course for effectiveness and efficiency.

The Impact of Physical Facilities on Students' Level of Motivation and Academic Performance in Senior Secondary Schools in South West Nigeria

ERIC Educational Resources Information Center

Akomolafe, Comfort Olufunke; Adesua, Veronica Olubunmi

2016-01-01

The paper examines the relevance of physical facilities in enhancing the level of motivation and the academic performance of senior secondary school students in South West Nigeria. The study adopted ex-post facto design. The population consists of all senior secondary students in South West Nigeria. The sample for the study include one thousand…

An Investigation of the Relationship between Sportsmanship Behavior of Students in Physical Education Course and Their Respect Level

ERIC Educational Resources Information Center

Koç, Yakup; Yeniçeri, Samed

2017-01-01

The aim of this study is to examine relationship between the physical education course sportspersonship behaviors and respect levels for high school students. The sample of study consists of randomly selected 505 high school students (215 female and 290 male) attending state schools in the province of Istanbul in 2016-2017 academic year.…

Effects of a Physical Education Intervention to Improve Student Activity Levels

ERIC Educational Resources Information Center

Fairclough, Stuart J.; Stratton, Gareth

2006-01-01

Background: School physical education is available to most young people and provides a structured context for physical activity participation. Regular physical activity during childhood can confer acute and long-term health benefits. From this health perspective one of the goals of physical education is for students to take part in appropriate…

The effect of physical activity homework on physical activity among college students.

PubMed

Claxton, David; Wells, Gayle M

2009-03-01

This study examined the effect of using physical activity homework on physical activity levels of college students. Students in randomly assigned sections of a university health course were assigned 30 minutes of physical activity homework 3 days a week or no homework for 12 weeks. Participants completed self-reports of physical activity before the homework intervention and again at the conclusion of the 12 weeks of physical activity homework. Participants in all course sections reported significant increases in the number of days per week of moderate and vigorous physical activity. Participants in homework sections additionally showed significant increases in the days they engaged in muscular strength/endurance training and activities to manage weight. Participants in sections without homework showed a significant increase in the number of days engaged in flexibility training. Comparison of gain scores showed statistically significant increases by the homework group in the days they participated in activities designed to manage weight. Physical activity homework was deemed to be an effective method of increasing college students' levels of physical activity.

Behaviour and burnout in medical students.

PubMed

Cecil, Jo; McHale, Calum; Hart, Jo; Laidlaw, Anita

2014-01-01

Background Burnout is prevalent in doctors and can impact on job dissatisfaction and patient care. In medical students, burnout is associated with poorer self-rated health; however, it is unclear what factors influence its development. This study investigated whether health behaviours predict burnout in medical students. Methods Medical students (n=356) at the Universities of St Andrews and Manchester completed an online questionnaire assessing: emotional exhaustion (EE), depersonalisation (DP), personal accomplishment (PA), alcohol use, physical activity, diet, and smoking. Results Approximately 55% (54.8%) of students reported high levels of EE, 34% reported high levels of DP, and 46.6% reported low levels of PA. Linear regression analysis revealed that year of study, physical activity, and smoking status significantly predicted EE whilst gender, year of study, and institution significantly predicted DP. PA was significantly predicted by alcohol binge score, year of study, gender, and physical activity. Conclusions Burnout is present in undergraduate medical students in the United Kingdom, and health behaviours, particularly physical activity, predict components of burnout. Gender, year of study, and institution also appear to influence the prevalence of burnout. Encouraging medical students to make healthier lifestyle choices early in their medical training may reduce the likelihood of the development of burnout.

Behaviour and burnout in medical students

PubMed Central

Cecil, Jo; McHale, Calum; Hart, Jo; Laidlaw, Anita

2014-01-01

Background Burnout is prevalent in doctors and can impact on job dissatisfaction and patient care. In medical students, burnout is associated with poorer self-rated health; however, it is unclear what factors influence its development. This study investigated whether health behaviours predict burnout in medical students. Methods Medical students (n=356) at the Universities of St Andrews and Manchester completed an online questionnaire assessing: emotional exhaustion (EE), depersonalisation (DP), personal accomplishment (PA), alcohol use, physical activity, diet, and smoking. Results Approximately 55% (54.8%) of students reported high levels of EE, 34% reported high levels of DP, and 46.6% reported low levels of PA. Linear regression analysis revealed that year of study, physical activity, and smoking status significantly predicted EE whilst gender, year of study, and institution significantly predicted DP. PA was significantly predicted by alcohol binge score, year of study, gender, and physical activity. Conclusions Burnout is present in undergraduate medical students in the United Kingdom, and health behaviours, particularly physical activity, predict components of burnout. Gender, year of study, and institution also appear to influence the prevalence of burnout. Encouraging medical students to make healthier lifestyle choices early in their medical training may reduce the likelihood of the development of burnout. PMID:25160716

Behaviour and burnout in medical students.

PubMed

Cecil, Jo; McHale, Calum; Hart, Jo; Laidlaw, Anita

2014-01-01

Burnout is prevalent in doctors and can impact on job dissatisfaction and patient care. In medical students, burnout is associated with poorer self-rated health; however, it is unclear what factors influence its development. This study investigated whether health behaviours predict burnout in medical students. Medical students (n=356) at the Universities of St Andrews and Manchester completed an online questionnaire assessing: emotional exhaustion (EE), depersonalisation (DP), personal accomplishment (PA), alcohol use, physical activity, diet, and smoking. Approximately 55% (54.8%) of students reported high levels of EE, 34% reported high levels of DP, and 46.6% reported low levels of PA. Linear regression analysis revealed that year of study, physical activity, and smoking status significantly predicted EE whilst gender, year of study, and institution significantly predicted DP. PA was significantly predicted by alcohol binge score, year of study, gender, and physical activity. Burnout is present in undergraduate medical students in the United Kingdom, and health behaviours, particularly physical activity, predict components of burnout. Gender, year of study, and institution also appear to influence the prevalence of burnout. Encouraging medical students to make healthier lifestyle choices early in their medical training may reduce the likelihood of the development of burnout.

The Use of Thought Experiments in Teaching Physics to Upper Secondary-Level Students: Two examples from the theory of relativity

NASA Astrophysics Data System (ADS)

Velentzas, Athanasios; Halkia, Krystallia

2013-12-01

The present study focuses on the way thought experiments (TEs) can be used as didactical tools in teaching physics to upper secondary-level students. A qualitative study was designed to investigate to what extent the TEs called 'Einstein's elevator' and 'Einstein's train' can function as tools in teaching basic concepts of the theory of relativity to upper secondary-level students. The above TEs were used in the form they are presented by Einstein himself and by Landau and Rumer in books that popularize theories of physics. The research sample consisted of 40 Greek students, divided into 11 groups of three to four students each. The findings of this study reveal that the use of TEs in teaching the theory of relativity can help students realize situations which refer to a world beyond their everyday experience and develop syllogisms according to the theory. In this way, students can grasp physics laws and principles which demand a high degree of abstract thinking, such as the principle of equivalence and the consequences of the constancy of the speed of light to concepts of time and space.

High School Students' Representations and Understandings of Electric Fields

ERIC Educational Resources Information Center

Cao, Ying; Brizuela, Bárbara M.

2016-01-01

This study investigates the representations and understandings of electric fields expressed by Chinese high school students 15 to 16 years old who have not received high school level physics instruction. The physics education research literature has reported students' conceptions of electric fields post-instruction as indicated by students'…

Creating Instructional Environments that Keep Students on TARGET

ERIC Educational Resources Information Center

Boyce, B. Ann

2009-01-01

Teachers' instructional decisions, such as lesson goals, how students are grouped, or how students are recognized and evaluated, can affect their students' level of motivation related to physical activity. A physical educator's primary responsibility is to create a classroom environment that enhances motivation and fosters positive attitudes and…

Medical students' experiences learning intimate physical examination skills: a qualitative study.

PubMed

Dabson, Andra M; Magin, Parker J; Heading, Gaynor; Pond, Dimity

2014-02-28

Intimate physical examination skills are essential skills for any medical graduate to have mastered to an appropriate level for the safety of his or her future patients. Medical schools are entrusted with the complex task of teaching and assessing these skills for their students. The objectives of this study were to explore a range of medical students' experiences of learning intimate physical examination skills and to explore their perceptions of factors which impede or promote the learning of these skills. Individual semi-structured interviews (N = 16) were conducted with medical students in years two to five from the University of Newcastle, as part of a larger research project investigating how medical students develop their attitudes to gender and health. This was a self-selected sample of the entire cohort who were all invited to participate. A thematic analysis of the transcribed data was performed. Students reported differing levels of discomfort with their learning experiences in the area of intimate physical examination and differing beliefs about the helpfulness of these experiences. The factors associated with levels of discomfort and the helpfulness of the experience for learning were: satisfaction with teaching techniques, dealing with an uncomfortable situation and perceived individual characteristics in both the patients and the students. The examination causing the greatest reported discomfort was the female pelvic examination by male students. Student discomfort with the experience of learning intimate physical examination skills may be common and has ongoing repercussions for students and patients. Recommendations are made of ways to modify teaching technique to more closely match students' perceived needs.

Activities to Attract Girls to Physics in Iran

NASA Astrophysics Data System (ADS)

Izadi, Dina; Araste, Afshin Mohseni; Fadaei, Azita Seied

2009-04-01

In Iran there is no difference between boys' and girls' activities in scientific works; however, they study separately at schools until they reach the university level. Before going to university, students think engineering and medical science are better than the other sciences for earning enough money to support their lives. But after the entrance exam for universities most of the girls choose basic sciences based on their test results. Creative methods of teaching physics at the elementary and secondary levels, such as "Dominos in Physics" and "Physics in Nature," and understanding physics through real-life examples and animation are important for attracting students to further studies and careers in physics. Participating in international physics competitions and holding national tournaments and university open houses in physics is also very helpful. Studying physics can improve students' abilities and also help them to imagine, decide, think, and live better.

[Correlation between knowledge about the consequences of obesity and physical activity levels among university students].

PubMed

Ocampo-Mascaró, Javier; Silva-Salazar, Vera; da Costa-Bullón, A Daniel

2015-12-02

Obesity is a growing public health issue. One of the main strategies to prevent it is physical activity. To determine if a correlation exists between awareness of the consequences of obesity and physical activity level. A cross-sectional study performed on a group of 215 students was conducted in 2013 and 2014. Non-health related program students were selected by convenience sampling at a university in Lima, Peru. Their physical activity level was measured using the International Physical Activity Questionnaire (IPAQ), and knowledge about the consequences of obesity was assessed using the Obesity Risk Knowledge-10 scale (ORK-10). Each student was also asked to record the source where they obtained whatever information they knew about the topic. The median age of the participants was 20 (interquartile range of 4; 22-18), and 63% of the participants were female. According to the IPAQ, 53.9% of the participants recorded high levels of physical activity, 35.4% recorded moderate levels, and 10.7%, recorded low levels. While a low correlation between the ORK-10 score and the amount of METs/minute/week spent was found (rs=0.06), it was not significant (p=0.38). We found that people who were informed by the media or by healthcare personnel achieved higher scores on the ORK-10 scale than those who used other sources of information (p<0,05). There is a very low correlation between the knowledge about the consequences of obesity and a person’s physical activity level. A multidisciplinary approach that includes all determinants of physical activity is necessary in order to attain changes in people’s behavior.

Blood pressure, excess weight and level of physical activity in students of a public university.

PubMed

Martins, Maria do Carmo de Carvalho e; Ricarte, Irapuá Ferreira; Rocha, Cláudio Henrique Lima; Maia, Rodrigo Batista; Silva, Vitor Brito da; Veras, André Bastos; Filho, Manoel Dias de Souza

2010-08-01

High blood pressure, excess weight and sedentary lifestyle are important risk factors for cardiovascular diseases, and they are closely associated. To evaluate the nutritional status, level of physical activity and blood pressure levels of students of Universidade Federal do Piauí, Teresina, Brazil. Cross-sectional study with a sample of 605 students (46.1% males and 53.9% females), with a mean age of 21.7 ± 3.7 years. The nutritional status was classified according to body mass index (BMI), and central adiposity according to waist circumference (WC). The level of physical activity was evaluated using the short version of the International Physical Activity Questionnaire (IPAQ). Elevated blood pressure was defined as systolic blood pressure > 140 mmHg and/or diastolic blood pressure ≥ 90 mmHg. The prevalence of elevated blood pressure was 9.7%, and was higher among men. Excess weight (BMI > 25 kg/m(2)) was found in 18.2% of the students, with overweight and obesity rates of 15.2% and 3%, respectively. Abdominal obesity was found in 2.4% of the students regardless of gender, and sedentary lifestyle in 52%. The mean blood pressure increased with increasing BMI and WC. No association was found between the levels of physical activity and blood pressure. An association of increased body weight and waist circumference with higher blood pressure levels was observed among the participants. Instruments for an early assessment of the cardiovascular risk and preventive advice should be established for these young individuals.

Implicit anti-fat bias in physical educators: physical attributes, ideology and socialization.

PubMed

O'Brien, K S; Hunter, J A; Banks, M

2007-02-01

To investigate the implicit and explicit prejudice of physical education (PE) students before, and following extensive professional training, and to examine the relationship of anti-fat prejudice to relevant psychosocial predictors. Implicit and explicit anti-fat prejudice of year one and three PE students (cross-sectional sample) were assessed and compared to a similarly matched (age, body mass index (BMI), education) sample of psychology students. Three hundred and forty-four university students, 180 PE students, 164 psychology students (67% female, mean age 20 years, BMI: mean 23.18 kg/m(2)). Measures of implicit and explicit anti-fat prejudice were administered to PE and psychology students in either their second week, or near completion of their third year, of university study. Physical identity, body esteem and social dominance orientation (SDO) were assessed in order to establish their relationship with anti-fat bias. PE students displayed higher levels of implicit anti-fat bias than psychology students, and other health professionals. Additionally, year three PE students displayed higher levels of implicit anti-fat attitudes than year one PE students. The higher implicit anti-fat biases exhibited by year three PE students were associated with SDO, and lower body esteem. Physical educators, and particularly those more socialized in the PE environment, display strong negative prejudice toward obese individuals that is greater than that displayed by other groups. These prejudices appear to be supported by an over-investment in physical attributes, and ideological beliefs.

Training Undergraduate Physics Peer Tutors

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Jacob, A. T.

2004-05-01

The University of Wisconsin's Physics Peer Mentor Tutor Program matches upper level undergraduate physics students in small study groups with students studying introductory algebra-based physics. We work with students who are potentially at-risk for having academic trouble with the course. They include students with a low exam score, learning disabilities, no high school physics, weak math backgrounds, and/or on academic probation. We also work with students from groups under represented in the sciences and who may be feeling isolated or marginal on campus such as minority, returning adult, and international students. The tutors provide a supportive learning environment, extra practice problems, and an overview of key concepts. In so doing, they help our students to build confidence and problem solving skills applicable to physics and other areas of their academic careers. The Physics Peer Mentor Tutor Program is modeled after a similar program for chemistry created by the University of Wisconsin's Chemistry Learning Center. Both programs are now run in collaboration. The tutors are chosen for their academic strength and excellent communication skills. Our tutors are majoring in physics, math, and secondary-level science education. The tutors receive ongoing training and supervision throughout the year. They attend weekly discipline-specific meetings to discuss strategies for teaching the content currently being discussed in the physics course. They also participate in a weekly teaching seminar with science tutors from chemistry and biochemistry to discuss teaching methods, mentoring, and general information relating to the students with whom we work. We will describe an overview of the Physics Peer Mentor Tutor Program with a focus on the teacher training program for our undergraduate tutors.

Objectively-Measured Physical Activity Levels in Physical Education among Homeschool Children

ERIC Educational Resources Information Center

Swenson, Sarah; Pope, Zachary; Zeng, Nan

2016-01-01

Despite a growing population of homeschool children in the United States, little is known regarding their physical activity (PA) levels. Without access to physical education, homeschool children may engage in inadequate PA levels. The purpose of this study was to objectively examine the activity levels of homeschool students participating in a…

Advanced Level Physics Students' Conceptions of Quantum Physics.

ERIC Educational Resources Information Center

Mashhadi, Azam

This study addresses questions about particle physics that focus on the nature of electrons. Speculations as to whether they are more like particles or waves or like neither illustrate the difficulties with which students are confronted when trying to incorporate the concepts of quantum physics into their overall conceptual framework. Such…

Physical Activity Behaviors, Motivation, and Self-Efficacy among College Students

ERIC Educational Resources Information Center

Pauline, Jeffrey S.

2013-01-01

Despite the well documented benefits of an active lifestyle, lack of physical activity is a significant health problem in college students. The purpose of this descriptive study was to attain baseline physical activity behaviors, motivation factors, and self-efficacy levels to assist with developing tailored physical activity programs and…

The Case for Developing Professional Master's Degrees to Compete in the Business World

NASA Astrophysics Data System (ADS)

Bozler, Hans M.

2002-04-01

Graduate education in most physics programs is oriented towards preparing students for research careers even though the majority of the students do not actively pursue research after graduation. This research orientation causes physics graduate programs to lose potential students. In addition science-trained professionals are often underrepresented in corporate decision making. Meanwhile, many physics graduates at all levels supplement their skills by taking courses in professional schools (engineering, law, and business). A survey of our graduates shows that combinations of knowledge and skills from physics and applied disciplines including business often form the basis for successful careers. The objective of our new Professional Master's in Physics for Business Applications program is to streamline this education by combining disciplines so that physics graduates can rapidly move into decision making positions within business and industry. We combine a traditional physics curriculum with courses that add to problem solving and computational skills. Students take courses in our Business School and also do an internship. Our physics courses are kept at the same level as those taken by Ph.D. students. The business courses are selected from offerings by the Marshall School of Business to their own MBA students. The progress and problems associated with the development of curriculum, recruiting, and placement will be discussed.

Psychophysiological effects of yoga on stress in college students.

PubMed

Tripathi, Mahesh Narain; Kumari, Sony; Ganpat, Tikhe Sham

2018-01-01

College students are vulnerable to a critical period in developmental maturation, facing rigorous academic work, and learning how to function independently. Physical activities such as running and bicycling have been shown to improve mood and relieve stress. However, college students often have low levels of physical activity. Yoga is an ancient physical and mental activity that affects mood and stress. However, studies examining the psychophysiological effects of yoga are rare in peer-reviewed journals. The aim of this study is to establish preliminary evidence for the psychophysiological effects of yoga on stress in young-adult college students. The present study suggests that yoga has positive effects on a psychophysiological level that leads to decreased levels of stress in college student. Further research is needed to examine the extent to which different types of yogic practices address the needs of different college subpopulations (e.g., overweight, sedentary, and smokers).

Student learning of upper-level thermal and statistical physics: The derivation and use of the Boltzmann factor

NASA Astrophysics Data System (ADS)

Thompson, John

2015-04-01

As the Physical Review Focused Collection demonstrates, recent frontiers in physics education research include systematic investigations at the upper division. As part of a collaborative project, we have examined student understanding of several topics in upper-division thermal and statistical physics. A fruitful context for research is the Boltzmann factor in statistical mechanics: the standard derivation involves several physically justified mathematical steps as well as the invocation of a Taylor series expansion. We have investigated student understanding of the physical significance of the Boltzmann factor as well as its utility in various circumstances, and identified various lines of student reasoning related to the use of the Boltzmann factor. Results from written data as well as teaching interviews suggest that many students do not use the Boltzmann factor when answering questions related to probability in applicable physical situations, even after lecture instruction. We designed an inquiry-based tutorial activity to guide students through a derivation of the Boltzmann factor and to encourage deep connections between the physical quantities involved and the mathematics. Observations of students working through the tutorial suggest that many students at this level can recognize and interpret Taylor series expansions, but they often lack fluency in creating and using Taylor series appropriately, despite previous exposure in both calculus and physics courses. Our findings also suggest that tutorial participation not only increases the prevalence of relevant invocation of the Boltzmann factor, but also helps students gain an appreciation of the physical implications and meaning of the mathematical formalism behind the formula. Supported in part by NSF Grants DUE-0817282, DUE-0837214, and DUE-1323426.

Analysis on the Bullying Tendencies and Value Preferences of High School Students According to Level of Receiving Physical Education and Sports Course

ERIC Educational Resources Information Center

Savucu, Yüksel; Kanat, Metin; Karadag, Mustafa; Sezer, Süreyya. Y.; Yücel, Ali S.

2017-01-01

The aim of this study was to investigate the bullying tendencies and value preferences of high school students according to the level of taking physical education and sports course. The research population of the study was composed of high school students studying in Yesilyurt and Battalgazi districts of Malatya province during 2013-2014 academic…

An exploration of Early Childhood Education students’ knowledge and preparation to facilitate physical activity for preschoolers: a cross-sectional study

PubMed Central

2014-01-01

Background Early childhood educators play an important role in influencing preschoolers’ physical activity levels. The current study sought to explore Early Childhood Education (ECE) students’ physical activity-related knowledge and educational experience during their formal training in Ontario. Methods A total of 1,113 ECE students from 20 Ontario Colleges completed the study survey (online or on paper), which examined students’ physical activity course content; awareness of physical activity guidelines; understanding of health-related benefits of physical activity; self-efficacy to facilitate physical activity for preschoolers; self-reported physical activity levels; as well as physical activity-related resource needs. Descriptive statistics and independent samples t-tests were used to analyze the quantitative findings. Results Survey results identified that 72.1% of ECE students had not completed any physical activity/physical education specific courses, while only 28.7% were familiar with, and 2.0% accurately reported, the Canadian Physical Activity Guidelines for the Early Years. Only 10.5% of ECE students reported personal physical activity behaviors consistent with national recommendations for adults (150 minutes/week). ECE students’ mean overall task self-efficacy to facilitate physical activity was 7.37 (SD = 1.64). Self-efficacy was significantly higher (p < .05) when students had taken one or more courses devoted to physical activity/physical education, as well as when students engaged in sufficient physical activity to meet the national guidelines for adults (p < .05). Conclusions The results indicate that the current ECE college curriculum represents an excellent opportunity to provide future childcare providers with enriched physical activity-related training and support, such as physical activity guidelines, workshops, and new ideas for activities. Emphasizing the health benefits of physical activity for adults might be important in light of ECE students’ low self-reported physical activity levels. PMID:25034415

Promoting Success in the Physical Sciences: The University of Wisconsin's Physics Learning Program

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Jacob, A. T.

2002-05-01

The Physics Learning Program at the University of Wisconsin-Madison provides small group, academic and mentoring support for students enrolled in algebra-based introductory physics courses. Those students accepted into our program are potentially at-risk academically in their physics course or for feeling isolated at the University. They include, among others, students who have not taken high school physics, returning adults, minority students, students with disabilities, and students with English as a second language. A core component of the program is the peer-lead teaching and mentoring groups that match upper level undergraduate physics majors with students potentially at-risk in introductory physics. The tutors receive ongoing training and supervision throughout the year. The program has expanded over the years to include staff tutors, the majority of whom are scientists who seek additional teaching experience. The Physics Peer Mentor Tutor Program is run in collaboration with a similar chemistry program at the University of Wisconsin's Chemistry Learning Center. We will describe our Physics Learning Programs and discuss some of the challenges, successes, and strategies used to work with our tutors and students.

The Physics Learning Program at the University of Wisconsin-Madison

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Watson, L.; Huesmann, A.; Jacob, A.; Fretz, J.; Clarke, M.

2006-05-01

The Physics Learning Program at the University of Wisconsin-Madison provides a supportive learning environment for students studying physics. We pair staff and upper level physics and secondary science education majors in small study groups with students studying introductory physics. Approximately 33-50% of our students are from racial and ethnic groups underrepresented in the sciences. In addition, students participating in our program include others who may be feeling isolated such as first-generation college students, returning adults, students with disabilities, international students, and students from small rural schools; as well as students with weak math and physics preparation and/or who are struggling with the course. The Physics Learning Program is run in conjunction with similar programs for chemistry and biochemistry. During the past year with a move to a new building we obtained a dedicated space for the Physics Learning Program, facilitating students to form their own study groups. We also began a pilot program for students in the calculus-based physics sequence. We will discuss these additions, as well as recruitment, pedagogy, teacher training, and mentoring practices that we use with the aim of creating an inclusive learning environment.

Sustaining the Progress to Improve Physics Education

ERIC Educational Resources Information Center

Abdul-Razzaq, Wathiq

2010-01-01

One of the problems we face in teaching introductory physics courses at the college level is that about 2/3 of students never had physics prior coming to college. Thus, many students find it very difficult to learn physics for the first time at the relatively fast-paced teaching of college physics courses. Sometimes the drop/failure/withdrawal…

The dynamics of variability in introductory physics students' thinking: Examples from kinematics

NASA Astrophysics Data System (ADS)

Frank, Brian W.

Physics education research has long emphasized the need for physics instruction to address students' existing intuitions about the physical world as an integral part of learning physics. Researchers, however, have not reached a consensus-view concerning the nature of this intuitive knowledge or the specific role that it does (or might) play in physics learning. While many early characterizations of student misconceptions cast students' intuitive thinking as largely static, unitary in structure, and counter-productive for the purpose of learning correct physics, much of contemporary research supports a conceptualization of intuitive thought as dynamic, manifold in structure, and generative in the development of expertise. This dissertation contributes to ongoing inquiry into the nature of students' intuitive thought and its role in learning physics through the pursuit of dynamic systems characterizations of student reasoning, with a particular focus on how students settle into and shift among multiple patterns of reasoning about motion. In one thread of this research, simple experimental designs are used to demonstrate how individual students can be predictably biased toward and away from different ways of thinking about the same physical situation when specific parameters of questions posed to students are varied. I qualitatively model students' thinking in terms of the activations and interactions among fine-grained intuitive knowledge and static features of the context. In a second thread of this research, case studies of more dynamic shifts in students' conceptual reasoning are developed from videos of student discussions during collaborative classroom activities. These show multiple local stabilities of students' thinking as well, with evidence of group-level dynamics shifting on the time scale of minutes. This work contributes to existing research paradigms that aim to characterize student thinking in physics education in two important ways: (1) through the use of methods that allow for forms of empirical accountability that connect descriptive models of student thinking to experimental data, and (2) through the theoretical development of explanatory mechanisms that account for patterns in students' reasoning at multiple levels of analysis.

An epistemic framing analysis of upper level physics students' use of mathematics

NASA Astrophysics Data System (ADS)

Bing, Thomas Joseph

Mathematics is central to a professional physicist's work and, by extension, to a physics student's studies. It provides a language for abstraction, definition, computation, and connection to physical reality. This power of mathematics in physics is also the source of many of the difficulties it presents students. Simply put, many different activities could all be described as "using math in physics". Expertise entails a complicated coordination of these various activities. This work examines the many different kinds of thinking that are all facets of the use of mathematics in physics. It uses an epistemological lens, one that looks at the type of explanation a student presently sees as appropriate, to analyze the mathematical thinking of upper level physics undergraduates. Sometimes a student will turn to a detailed calculation to produce or justify an answer. Other times a physical argument is explicitly connected to the mathematics at hand. Still other times quoting a definition is seen as sufficient, and so on. Local coherencies evolve in students' thought around these various types of mathematical justifications. We use the cognitive process of framing to model students' navigation of these various facets of math use in physics. We first demonstrate several common framings observed in our students' mathematical thought and give several examples of each. Armed with this analysis tool, we then give several examples of how this framing analysis can be used to address a research question. We consider what effects, if any, a powerful symbolic calculator has on students' thinking. We also consider how to characterize growing expertise among physics students. Framing offers a lens for analysis that is a natural fit for these sample research questions. To active physics education researchers, the framing analysis presented in this dissertation can provide a useful tool for addressing other research questions. To physics teachers, we present this analysis so that it may make them more explicitly aware of the various types of reasoning, and the dynamics among them, that students employ in our physics classes. This awareness will help us better hear students' arguments and respond appropriately.

Inexpert Calibration of Comprehension.

DTIC Science & Technology

1986-03-01

and identify by block number) Students with a wide range of coursework in physics or music theory read expositions in both domains. After reading...I.-.* S.t Abstract I- Students with a wide range of coursework in physics or music theory read expositions in both domains. After reading, for each...likely (or willing) to admit ignorance. -- " We recruited subjects who had a minimum of two college-level physics courses or two college-level music

Emotional intelligence as predictor of mental, social, and physical health in university students.

PubMed

Extremera, Natalio; Fernández-Berrocal, Pablo

2006-05-01

This study examined the association between emotional intelligence (EI), anxiety, depression, and mental, social, and physical health in university students. The sample was made up of 184 university students (38 men and 146 women). El was evaluated by the Trait Meta-Mood Scale (Salovey, Mayer, Goldman, Turvey, and Palfai, 1995), which evaluates the three dimensions (Attention, Clarity, and Mood Repair). Anxiety was evaluated with the Trait Anxiety Questionnaire (Spielberger, Gorsuch, Lushene, Vagg, and Jacobs, 1983) and depression with the Beck Depression Inventory (Beck, Rush, Shaw, and Emery, 1979). Mental, social, and physical health were evaluated with the SF-12 Health Survey (Ware, Kosinski, and Keller, 1996). Results showed that high Emotional Attention was positively and significantly related to high anxiety, depression, and to low levels of Role Emotional, Social Functioning, and Mental Health. However, high levels of emotional Clarity and Mood Repair were related to low levels of anxiety and depression, high Role Physical, Social Functioning, Mental Health, Vitality, and General Health. This study confirmed the predictive value of Attention, Clarity and Mood Repair regarding the levels of anxiety, depression, and areas related to mental, social, and physical health in university students.

Exploring Student Learning Profiles in Algebra-Based Studio Physics: A Person-Centered Approach

ERIC Educational Resources Information Center

Pond, Jarrad W. T.; Chini, Jacquelyn J.

2017-01-01

In this study, we explore the strategic self-regulatory and motivational characteristics of students in studio-mode physics courses at three universities with varying student populations and varying levels of success in their studio-mode courses. We survey students using questions compiled from several existing questionnaires designed to measure…

Evaluating University Physical Activity Courses from Student and Instructor Perspectives

ERIC Educational Resources Information Center

Beaudoin, Christina; Parker, Tonya; Tiemersma, Karol; Lewis, Colleen

2018-01-01

This article presents the results of a survey of student and faculty perspectives within a university-level instructional physical activity (PA) program. The results revealed that students enrolled in the courses primarily for enjoyment and to stay fit. A majority of students ranked the quality of instruction as excellent, were interested in new…

Perspectives of Fitness and Health in College Men and Women

ERIC Educational Resources Information Center

Waldron, Jennifer J.; Dieser, Rodney B.

2010-01-01

Because many college students engage in low levels of physical activity, the current study used a qualitative framework to interview 11 college students to examine the meaning physically active college students assign to the practice of fitness and health. Students discussed the importance of healthy eating, but that it was difficult to accomplish…

Student Self-Efficacy in Introductory Project-Based Learning Courses

NASA Astrophysics Data System (ADS)

Pleiss, Geoffrey; Zastavker, Yevgeniya V.

2012-02-01

This study investigates first-year engineering students' self-efficacy in two introductory Project-Based Learning (PjBL) courses -- Physics (Mechanics) Laboratory and Engineering Design -- taught at a small technical institution. Twelve students participated in semi-structured open-ended interviews about their experiences in both courses. Analysis was performed using grounded theory. Results indicate that students had lower self-efficacy in Physics Lab than in Engineering Design. In Physics Lab, students reported high levels of faculty-supported scaffolding related to final project deliverables, which in turn established perceptions of an outcome-based course emphasis. Conversely, in Engineering Design, students observed high levels of scaffolding related to the intermediate project deliverables, highlighting process-centered aspects of the course. Our analyses indicate that this difference in student perceptions of course emphases -- resulting from the differences in scaffolding -- is a primary factor for the discrepancy in self-efficacy between Physics Lab and Engineering Design. Future work will examine how other variables (e.g., academic background, perception of community, gender) affect students' self-efficacy and perception of scaffolding in these PjBL courses.

Bowling for Elementary Students

ERIC Educational Resources Information Center

Curtis, Joyce M.

2005-01-01

Physical education programs at the elementary school level play an important role in developing students' interest and skill in lifelong physical activities. With increasing inactivity, overweight, and obesity among children, school physical education programs are challenged with presenting activities that can be enjoyed in childhood and…

Improving the status of Iranian women in physics

NASA Astrophysics Data System (ADS)

Iraji zad, A.; Roshani, F.; Izadi, D.

2015-12-01

Iranian women have shown improving contribution in the field of physics as students and researchers in recent years. More than 60% of BSc and MSc students, 47% of PhD students, and 18% of faculty members in the physics departments in Iran are female. However, in higher levels of academic fields and management, participation by women is still below the expected values. The Women in Physics branch of the Physics Society of Iran studies the related cases to find suitable strategies to improve the situation.

Enjoyment Fosters Engagement: The Key to Involving Middle School Students in Physical Education and Physical Activity

ERIC Educational Resources Information Center

Pharez, Emily S.

2016-01-01

This article describes the challenges faced by a middle school teacher who inherited a recreation-based physical education program in which students had been accustomed to choosing what they wanted to do. Stressing the importance of implementing a standards-based program in which students of all skill levels and activity preferences were able to…

The Efficacy of Exergames for Social Relatedness in Online Physical Education

ERIC Educational Resources Information Center

Kooiman, Brian J.; Sheehan, Dwayne P.

2015-01-01

Online physical education (OLPE) has been viewed as an oxymoron. Physical education curriculum at all levels seeks to help learners grow socially in the way they interact and deal with diverse and challenging fellow students and settings. Students who have no contact with other students while they are at home for various reasons may not be able to…

Values as Predictors of Religious Experience in the Lives of Seminary Students of Philosophy and Students of Physics.

PubMed

Głaz, Stanisław

2016-12-01

The aim of this study was to show the preferences of terminal values of personal and social character and the level of religious experience: God's presence and God's absence, as well as to examine the relationship between the two variables in the groups of seminary students of philosophy and students of physics. The following methods were applied in the study: Rokeach Value Survey and Głaz's Scale of Religious Experience. The study was conducted amongst university students in Kraków (Poland). The results of 100 correctly completed sets of questionnaires were analysed. The results analysis proves that seminary students of philosophy have a higher level of religious experience: God's presence and God's absence than students of physics. Seminary students of philosophy most preferred terminal values in personal and in social character. In the group of seminary students of philosophy, from amongst the four most preferred terminal values, two have a significant relation with the experience of God's presence and God's absence, whereas in the group of students of physics only one of them has a significant relation with the experience of God's absence.

Investigating Graphical Representations of Slope and Derivative without a Physics Context

ERIC Educational Resources Information Center

Christensen, Warren M.; Thompson, John R.

2012-01-01

By analysis of student use of mathematics in responses to conceptual physics questions, as well as analogous math questions stripped of physical meaning, we have previously found evidence that students often enter upper-level physics courses lacking the assumed prerequisite mathematics knowledge and/or the ability to apply it productively in a…

Increasing Asian International College Students' Physical Activity Behavior: A Review of the Youth Physical Activity Promotion Model

ERIC Educational Resources Information Center

Yan, Zi; Cardinal, Bradley J.

2013-01-01

Asian students attending American colleges and universities report relatively low levels of physical activity participation, which may hinder their ability to realize their full human potential (i.e., cognitively, physically, socially). This paper reviewed the possible reasons underlying their generally inactive lifestyle, addressed the importance…

Using cluster analysis to examine the combinations of motivation regulations of physical education students.

PubMed

Ullrich-French, Sarah; Cox, Anne

2009-06-01

According to self-determination theory, motivation is multidimensional, with motivation regulations lying along a continuum of self-determination (Ryan & Deci, 2007). Accounting for the different types of motivation in physical activity research presents a challenge. This study used cluster analysis to identify motivation regulation profiles and examined their utility by testing profile differences in relative levels of self-determination (i.e., self-determination index), and theoretical antecedents (i.e., competence, autonomy, relatedness) and consequences (i.e., enjoyment, worry, effort, value, physical activity) of physical education motivation. Students (N= 386) in 6th- through 8th-grade physical education classes completed questionnaires of the variables listed above. Five profiles emerged, including average (n = 81), motivated (n = 82), self-determined (n = 91), low motivation (n = 73), and external (n = 59). Group difference analyses showed that students with greater levels of self-determined forms of motivation, regardless of non-self-determined motivation levels, reported the most adaptive physical education experiences.

Teaching Techniques: Physical Vocabulary in the Beginner-Level Classroom

ERIC Educational Resources Information Center

Maiullo, Jonathan

2016-01-01

After having success with this warm-up activity in his theater classes, the author adapted it for his beginner-level English classes, knowing his students would appreciate the opportunity to move around. The activity allows students to create their own physical interpretation of a vocabulary word, which increases their ability to remember it…

Sensitivity to Verbally and Physically Harassing Behaviors and Reported Incidents in Junior High/Middle School Students.

ERIC Educational Resources Information Center

Turner, Penelope B.

This thesis investigates the sensitivity of junior high/middle school students to statements depicting verbal and physical sexual harassment. The independent variables that were investigated included gender, grade level, age, size of district, grades received, participation in sports, birth order, developmental level, and self-esteem. Students…

Pedometer-Assessed Physical Activity Levels of Rural Appalachian Youth

ERIC Educational Resources Information Center

Oh, Hyun-Ju; Rana, Sharon

2014-01-01

The purposes of this investigation were to examine whether pedometer-assessed physical activity (PA) in Appalachian Ohio students differed by body mass index (BMI), school level (middle school vs. high school), and gender during school days and nonschool days and whether students met the recommended PA guidelines. Participants (N = 149) were…

Levels and Characteristics of Physical Activity among a College Student Cohort

ERIC Educational Resources Information Center

Miller, Kim; Staten, Ruth R.; Rayens, Mary Kay; Noland, Melody

2005-01-01

The purpose of this study was to assess physical activity levels and the relationships between activity and personal characteristics among a cohort of college students and to determine personal characteristics that predict activity. A sample of 1,700 undergraduates was mailed a survey that requested demographic information and assessed health…

The Effect of Climbing Wall Use on the Grip Strength of Fourth-Grade Students

ERIC Educational Resources Information Center

Lirgg, Cathy D.; Dibrezzo, Ro; Gray, Michelle; Esslinger, Travis

2011-01-01

Physical educators are challenged to provide quality experiences that are fun for their students, enhance fitness levels, and build confidence. These challenges are amplified with the current decrease in activity levels of American youth. A possible solution to enhancing physical activity engagement in children is to incorporate climbing walls…

On Their LEVEL: How Participation in a University Student Group Shapes Members' Perceptions of Disability

ERIC Educational Resources Information Center

Bialka, Christa S.; Brown, Kara S.; Morro, Danielle; Hannah, Gregory

2017-01-01

This qualitative case study examines the experiences of 27 university students participating in LEVEL, a campus-based group that pairs undergraduates (enactors) and their classmates, who self-identify as having physical disabilities (recipients). The purpose of this research was to understand how enactors' perceptions of physical disability were…

Developing and validating a conceptual survey to assess introductory physics students’ understanding of magnetism

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2017-03-01

Development of validated physics surveys on various topics is important for investigating the extent to which students master those concepts after traditional instruction and for assessing innovative curricula and pedagogies that can improve student understanding significantly. Here, we discuss the development and validation of a conceptual multiple-choice survey related to magnetism suitable for introductory physics courses. The survey was developed taking into account common students’ difficulties with magnetism concepts covered in introductory physics courses found in our investigation and the incorrect choices to the multiple-choice questions were designed based upon those common student difficulties. After the development and validation of the survey, it was administered to introductory physics students in various classes in paper-pencil format before and after traditional lecture-based instruction in relevant concepts. We compared the performance of students on the survey in the algebra-based and calculus-based introductory physics courses before and after traditional lecture-based instruction in relevant magnetism concepts. We discuss the common difficulties of introductory physics students with magnetism concepts we found via the survey. We also administered the survey to upper-level undergraduates majoring in physics and PhD students to benchmark the survey and compared their performance with those of traditionally taught introductory physics students for whom the survey is intended. A comparison with the base line data on the validated magnetism survey from traditionally taught introductory physics courses and upper-level undergraduate and PhD students discussed in this paper can help instructors assess the effectiveness of curricula and pedagogies which is especially designed to help students integrate conceptual and quantitative understanding and develop a good grasp of the concepts. In particular, if introductory physics students’ average performance in a class is significantly better than those of students in traditionally taught courses described here (and particularly when it is comparable to that of physics PhD students’ average performance discussed here), the curriculum or pedagogy used in that introductory class can be deemed effective. Moreover, we discuss the use of the survey to investigate gender differences in student performance.

14 CFR 1253.415 - Access to course offerings.

Code of Federal Regulations, 2010 CFR

2010-01-01

... students on such basis, including health, physical education, industrial, business, vocational, technical... physical education at the elementary school level, the recipient shall comply fully with this section as... September 29, 2000. (2) This section does not prohibit grouping of students in physical education classes...

13 CFR 113.415 - Access to course offerings.

Code of Federal Regulations, 2010 CFR

2010-01-01

... students on such basis, including health, physical education, industrial, business, vocational, technical... physical education at the elementary school level, the recipient shall comply fully with this section as... September 29, 2000. (2) This section does not prohibit grouping of students in physical education classes...

18 CFR 1317.415 - Access to course offerings.

Code of Federal Regulations, 2010 CFR

2010-04-01

... students on such basis, including health, physical education, industrial, business, vocational, technical... physical education at the elementary school level, the recipient shall comply fully with this section as... September 29, 2000. (2) This section does not prohibit grouping of students in physical education classes...

45 CFR 618.415 - Access to course offerings.

Code of Federal Regulations, 2010 CFR

2010-10-01

... students on such basis, including health, physical education, industrial, business, vocational, technical... physical education at the elementary school level, the recipient shall comply fully with this section as... September 29, 2000. (2) This section does not prohibit grouping of students in physical education classes...

31 CFR 28.415 - Access to course offerings.

Code of Federal Regulations, 2010 CFR

2010-07-01

... students on such basis, including health, physical education, industrial, business, vocational, technical... physical education at the elementary school level, the recipient shall comply fully with this section as... September 29, 2000. (2) This section does not prohibit grouping of students in physical education classes...

15 CFR 8a.415 - Access to course offerings.

Code of Federal Regulations, 2010 CFR

2010-01-01

... students on such basis, including health, physical education, industrial, business, vocational, technical... physical education at the elementary school level, the recipient shall comply fully with this section as... September 29, 2000. (2) This section does not prohibit grouping of students in physical education classes...

Achievement goals, social goals, and motivational regulations in physical education settings.

PubMed

Cecchini Estrada, José A; González González-Mesa, Carmen; Méndez-Giménez, Antonio; Fernández-Río, Javier

2011-02-01

This study examined the relationship between achievement and social goals, and explored how both goals affect students' level of informed self-determination in Physical Education. Participants were 395 high school students. Three scales were used to assess achievement, social goals, and motivation. Several hierarchical regression analyses revealed that mastery-approach goals were the greatest contributors to the individuals' levels of self-determination. Achievement and social goals were found to be separate predictors of students' levels of self-determination, and this highlights the importance of separating mastery and performance goals into avoidance and approach profiles. Girls reported significantly higher values than boys on responsibility, relationship, and mastery-avoidance goals, whereas boys scored higher on performance-approach goals. Researchers could use achievement and social goals to study students' motivation and achievement in Physical Education settings.

Interaction Effects of Happiness and Physical Activity on Smoking Initiation.

PubMed

Torchyan, Armen A; BinSaeed, Abdulaziz A; Aleid, Yazeed S; Nagshbandi, Ahmed A; Almousa, Fahad; Papikyan, Satenik L; Gosadi, Ibrahim M

2016-11-01

Our aim was to assess the potential relationships among happiness, physical activity, and smoking initiation among undergraduate medical students in Saudi Arabia. We performed a cross-sectional study of randomly selected first- to fifth-year undergraduate medical students. Smoking initiation was defined as "ever trying smoking a cigarette, waterpipe, cigar/cigarillo, or other type of tobacco, even one or 2 puffs." The short scale Oxford Happiness Questionnaire was used to assess each student's happiness. Multivariate logistic regression analysis was performed. Of the 406 students surveyed (208 boys, 198 girls), 86 (21.1%) had initiated smoking. We found an interaction between physical activity (PA) and happiness on smoking initiation (p-interaction = .012). Among boys with low levels of PA, lower levels of happiness were associated with a greater likelihood of smoking initiation (OR = 5.8, 95%CI = 1.9 - 17.5). Also, high levels of PA increased the chance of smoking initiation among male students with high levels of happiness (OR = 5.6, 95%CI = 2.1 - 14.5). Our results suggest that young men with low levels of happiness and low levels of PA, as well as high levels of PA and high levels of happiness, may be targeted as a priority population in tobacco control intervention programs.

Physical Education Resources, Class Management, and Student Physical Activity Levels: A Structure-Process-Outcome Approach to Evaluating Physical Education Effectiveness

ERIC Educational Resources Information Center

Bevans, Katherine B.; Fitzpatrick, Leslie-Anne; Sanchez, Betty M.; Riley, Anne W.; Forrest, Christopher

2010-01-01

Background: This study was conducted to empirically evaluate specific human, curricular, and material resources that maximize student opportunities for physical activity during physical education (PE) class time. A structure-process-outcome model was proposed to identify the resources that influence the frequency of PE and intensity of physical…

[Prevalence and relationship between physical activity and abnormal eating attitudes in Spanish women university students in Health and Education Sciences].

PubMed

Cancela Carral, José María; Ayán Pérez, Carlos

2011-10-01

Future education and health professionals will be responsible for promoting physical activity and correct eating habits among the general population. This work aims to describe the prevalence and the degree of correlation between physical level and eating disorders in a sample made of nursing, physiotherapy and education female students. A total of 258 female students doing university courses during the academic year 2009-2010 at the University of Vigo (Pontevedra's Campus) and who were registered in nursing (87), physiotherapy (73) and education (98) took part in this transversal descriptive study. The International Physical Activity Questionnaire and the Eating Attitude Test were used to assess the prevalence of physical activity and eating disturbed attitudes respectively. The data showed that 63 (64,7%) of nursing students and 63 (72,1%) of education students reported the higher physical inactivity values, while 19 (19.4%) and 13 (15,3%) of them were likely to suffer from eating disorders respectively. Significant differences were found between the academic degree and the physical activity level of the sample (chi²=10,265; Sig.<0,05). The degree of association observed between physical activity energy expenditure and the existence of eating disturbed attitudes was only significant among education students (OR= 3,58; IC 95%= 1,29-9,93; Sig.<0.05). An important prevalence of physical inactivity and eating disturbed attitudes seems to exist attitudes among education and nursing students. There is a chance that the performance of intense physical activity could be related to inadequate eating habits.

Comparison of basic physical fitness, aerobic capacity, and isokinetic strength between national and international level high school freestyle swimmers

PubMed Central

Bae, Young-Hyeon; Yu, Jae-Ho; Lee, Suk Min

2016-01-01

[Purpose] This study aimed to compare basic physical fitness, aerobic capacity, and isokinetic strength between international and national level freestyle high school student swimmers. [Subjects and Methods] A total of 28 participants (14 international level swimmers and 14 national level freestyle high school student swimmers) with no known pathology were included. We used a cross-sectional study to examine three variables: basic physical fitness, aerobic capacity, and isokinetic strength. [Results] The mean values of these variables in the international level swimmers were higher than those in the national level swimmers. Swimmers are generally physically fit with a good competition record. [Conclusion] An appropriate training program, which considers specific individual characteristics is likely to have a positive impact on the improvement of total physical fitness, and subsequently, on the performance of the freestyle high school swimmer. PMID:27134379

Effects of curricular activity on students' situational motivation and physical activity levels.

PubMed

Gao, Zan; Hannon, James C; Newton, Maria; Huang, Chaoqun

2011-09-01

The purpose of this study was to examine (a) the effects of three curricular activities on students'situational motivation (intrinsic motivation [IM], identified regulation [IR], external regulation, and amotivation [AM]) and physical activity (PA) levels, and (b) the predictive strength of situational motivation to PA levels. Four hundred twelve students in grades 7-9 participated in three activities (cardiovascular fitness, ultimate football, and Dance Dance Revolution [DDR]) in physical education. ActiGraph GT1M accelerometers were used to measure students' PA levels for three classes for each activity. Students also completed a Situational Motivation Scale (Guay, Vallerand, & Blanchard, 2000) at the end of each class. Multivariate analysis of variance revealed that students spent significantly higher percentages of time in moderate-to-vigorous PA (MVPA) in fitness and football classes than they did in DDR class. Students reported higher lM and IR toward fitness than DDR They also scored higher in IR toward fitness than football. In contrast, students displayed significantly lower AM toward fitness than football and DDR Hierarchical Linear Modeling revealed that IM was the only positive predictor for time in MVPA (p = .02), whereas AM was the negative predictor (p < .01). The findings are discussed in regard to the implications for educational practice.

A Comparison of Students in Physical Education and Sports College and the Students in Other Departments in Terms of Problem Solving Skills

ERIC Educational Resources Information Center

Görücü, Alpaslan; Cantav, Erkan

2017-01-01

In this research, it is aimed to analyze the problem solving skills of university students in terms of different variables and to analyze the differences among the levels of perceived problem solving skill of the students of Physical Education and Sports College and other branch students. The sample consists of the university students from the…

Greek Undergraduate Physical Education Students' Basic Computer Skills

ERIC Educational Resources Information Center

Adamakis, Manolis; Zounhia, Katerina

2013-01-01

The purposes of this study were to determine how undergraduate physical education (PE) students feel about their level of competence concerning basic computer skills and to examine possible differences between groups (gender, specialization, high school graduation type, and high school direction). Although many students and educators believe…

Multilevel analyses of school and children's characteristics associated with physical activity.

PubMed

Gomes, Thayse Natacha; dos Santos, Fernanda K; Zhu, Weimo; Eisenmann, Joey; Maia, José A R

2014-10-01

Children spend most of their awake time at school, and it is important to identify individual and school-level correlates of their physical activity (PA) levels. This study aimed to identify the between-school variability in Portuguese children PA and to investigate student and school PA correlates using multilevel modeling. The sample included 1075 Portuguese children of both sexes, aged 6-10 years, from 24 schools. Height and weight were measured and body mass index (BMI) was estimated. Physical activity was estimated using the Godin and Shephard questionnaire (total PA score was used); cardiorespiratory fitness was estimated with the 1-mile run/walk test. A structured inventory was used to access information about the school environment. A multilevel analysis (level-1: student-level; level-2: school-level) was used. Student-level variables (age, sex, 1-mile run/walk test) explained 7% of the 64% variance fraction of the individual-level PA; however, school context explained approximately 36% of the total PA variance. Variables included in the model (school size, school setting, playground area, frequency and duration of physical education class, and qualification of physical education teacher) are responsible for 80% of the context variance. School environment is an important correlate of PA among children, enhancing children's opportunities for being active and healthy. © 2014, American School Health Association.

An Investigation of the Class Management Profiles of Students of Physical Education and Sports Teaching Departments

ERIC Educational Resources Information Center

Baydar, Hacer Özge; Hazar, Muhsin; Yildiz, Ozer; Yildiz, Mehtap; Tingaz, Emre Ozan; Gökyürek, Belgin

2016-01-01

The objective of this research is to examine and analyze the class management profiles of 3rd and 4th grade students of Physical Education and Sports Teaching Departments of universities in Turkey based on gender, grade level and university. The research population comprised 375 students (170 females and 205 males) of Physical Education and Sports…

Analysis of the Relationship between Body Perception Levels and Social Appearance Anxieties in the Students of School of Physical Education and Sports

ERIC Educational Resources Information Center

Çetinkaya, Turan

2018-01-01

The aim of this research is to analyse the relationship between body perceptions and social appearance anxiety of the students that are in physical education and sports departments. 240 students that are studying in the departments of Physical Education and Sports Teaching, Sports Management and Coaching Training at Ahi Evran University, School of…

Success in introductory college physics: The role of gender, high school preparation, and student learning perceptions

NASA Astrophysics Data System (ADS)

Chen, Jean Chi-Jen

Physics is fundamental for science, engineering, medicine, and for understanding many phenomena encountered in people's daily lives. The purpose of this study was to investigate the relationships between student success in college-level introductory physics courses and various educational and background characteristics. The primary variables of this study were gender, high school mathematics and science preparation, preference and perceptions of learning physics, and performance in introductory physics courses. Demographic characteristics considered were age, student grade level, parents' occupation and level of education, high school senior grade point average, and educational goals. A Survey of Learning Preference and Perceptions was developed to collect the information for this study. A total of 267 subjects enrolled in six introductory physics courses, four algebra-based and two calculus-based, participated in the study conducted during Spring Semester 2002. The findings from the algebra-based physics courses indicated that participant's educational goal, high school senior GPA, father's educational level, mother's educational level, and mother's occupation in the area of science, engineering, or computer technology were positively related to performance while participant age was negatively related. Biology preparation, mathematics preparation, and additional mathematics and science preparation in high school were also positively related to performance. The relationships between the primary variables and performance in calculus-based physics courses were limited to high school senior year GPA and high school physics preparation. Findings from all six courses indicated that participant's educational goal, high school senior GPA, father's educational level, and mother's occupation in the area of science, engineering, or computer technology, high school preparation in mathematics, biology, and the completion of additional mathematics and science courses were positively related to performance. No significant performance differences were found between male and female students. However, there were significant gender differences in physics learning perceptions. Female participants tended to try to understand physics materials and relate the physics problems to real world situations while their male counterparts tended to rely on rote learning and equation application. This study found that participants performed better by trying to understand the physics material and relate physics problems to real world situations. Participants who relied on rote learning did not perform well.

Teaching biophysics. Strategies for recruiting and retaining minorities in physics and biophysics.

PubMed Central

Tanaka, J C; Gladney, L D

1993-01-01

Several strategies directed toward increasing the participation of minority students in physics and biophysics are presented. Since the number of minority students entering college with an interest in science and mathematics must be increased if we expect to see more students graduating in science, several programs aimed at increasing the level of instruction of physics and biology in urban middle schools and high schools are outlined. We also describe approaches designed to increase the retention of science major during the freshman core physics course where many potential science majors are lost. Increasing the number of minority students at the PhD level will rely increasingly on partnerships between research universities and historically black colleges and universities (HBCUs) and several programs already in effect are given as examples of such linkages. PMID:8369460

Investigating and Improving Student Understanding of Key Ideas in Quantum Mechanics throughout Instruction

NASA Astrophysics Data System (ADS)

Emigh, Paul Jeffrey

This dissertation describes research on student understanding of quantum mechanics across multiple levels of instruction. The primary focus has been to identify patterns in student reasoning related to key concepts in quantum mechanics. The specific topics include quantum measurements, time dependence, vector spaces, and angular momentum. The research has spanned a variety of different quantum courses intended for introductory physics students, upper-division physics majors, and graduate students in physics. The results of this research have been used to develop a set of curriculum, Tutorials in Physics: Quantum Mechanics, for addressing the most persistent student difficulties. We document both the development of this curriculum and how it has impacted and improved student understanding of quantum mechanics.

A Checklist for Designing and Evaluating Physical Education Program Web Sites

ERIC Educational Resources Information Center

Tucker, Michael; Hill, Grant

2009-01-01

Creating a physical education department web site is an excellent way to promote a positive image of the program, because students and parents are able to find important information and improve the lines of communication. A well-designed physical education web site can even encourage students to increase their physical activity levels. Improved…

Amotivation in Physical Education: Relationships with Physical Self-Concept and Teacher Ratings of Attainment

ERIC Educational Resources Information Center

Jackson-Kersey, Rachel; Spray, Christopher

2013-01-01

The aim of this study was to assess the reliability and validity of the Amotivation Inventory in Physical Education (AI-PE). In addition, the study sought to identify the relationships between students' amotivation, physical self-concept, and teacher ratings of National Curriculum attainment levels in PE. Students ("N" = 510) from a…

Student-Life Stress in Education and Health Service Majors

ERIC Educational Resources Information Center

Zascavage, Victoria; Winterman, Kathleen G.; Buot, Max; Wies, Jennifer R.; Lyzinski, Natalie

2012-01-01

In order to better understand the effects of student-life stress on Education and Health Service majors (n = 195) at a private, religious, Midwestern university in the USA, we assessed student perception of overall stress level and physical stress level using the Student-life Stress Inventory. The targeted sample consisted of students with…

Multi-representation ability of students on the problem solving physics

NASA Astrophysics Data System (ADS)

Theasy, Y.; Wiyanto; Sujarwata

2018-03-01

Accuracy in representing knowledge possessed by students will show how the level of student understanding. The multi-representation ability of students on the problem solving of physics has been done through qualitative method of grounded theory model and implemented on physics education student of Unnes academic year 2016/2017. Multiforms of representation used are verbal (V), images/diagrams (D), graph (G), and mathematically (M). High and low category students have an accurate use of graphical representation (G) of 83% and 77.78%, and medium category has accurate use of image representation (D) equal to 66%.

Effects of Classroom-Based Energizers on Primary Grade Students' Physical Activity Levels

ERIC Educational Resources Information Center

Bailey, Catherine Goffreda; DiPerna, James Clyde

2015-01-01

The primary aim of this study was to determine the effects of classroom-based exercise breaks (Energizers; Mahar, Kenny, Shields, Scales, & Collins, 2006) on students' physical activity levels during the school day. A multiple baseline design across first grade (N = 3) and second grade (N = 3) classrooms was used to examine the effects of the…

Observing Tin-Lead Alloys by Scanning Electron Microscopy: A Physical Chemistry Experiment Investigating Macro-Level Behaviors and Micro-Level Structures

ERIC Educational Resources Information Center

Wang, Yue; Xu, Xinhua; Wu, Meifen; Hu, Huikang; Wang, Xiaogang

2015-01-01

Scanning electron microscopy (SEM) was introduced into undergraduate physical chemistry laboratory curriculum to help students observe the phase composition and morphology characteristics of tin-lead alloys and thus further their understanding of binary alloy phase diagrams. The students were captivated by this visual analysis method, which…

Modeling the Discrimination Power of Physics Items

ERIC Educational Resources Information Center

Mesic, Vanes

2011-01-01

For the purposes of tailoring physics instruction in accordance with the needs and abilities of the students it is useful to explore the knowledge structure of students of different ability levels. In order to precisely differentiate the successive, characteristic states of student achievement it is necessary to use test items that possess…

A Comparison of Physical Activity Engagement and Enjoyment in Female College Students with and without a History of Weight-Related Teasing

ERIC Educational Resources Information Center

Boros, Piroska; Fontana, Fabio; Mack, Mick

2017-01-01

Weight-related teasing is associated with reduced levels of physical activity in youth, but the importance of weight teasing experiences to the engagement of female college students in physical activity is yet to be determined. Thus, this study examined differences in physical activity engagement and physical activity enjoyment in female college…

Zimbabwean Female Participation in Physics: Facets of Identity Formation Considered to Be of Significance by Female Students in Relation to Physics

ERIC Educational Resources Information Center

Gudyanga, Anna

2016-01-01

The study explored facets of identity formation considered to be of significance by Zimbabwean female adolescent students in physics. Four high schools that were offering physics at A' level in the Midlands Province, in Zimbabwe were targeted. Nine female adolescents doing mathematics and physics and only mathematics were chosen. Data generation…

Physical Activity among Community College Students

ERIC Educational Resources Information Center

Young, Sarah J.; Sturts, Jill R.; Ross, Craig M.

2015-01-01

This exploratory study provides insight into the perceived physical activity levels of students attending a Midwestern 2-year community college. Over 60% of respondents were classified as overweight or obese based on a BMI measurement. The majority of respondents were not participating regularly in physical activity to gain any health benefits,…

Assessing Student Teachers' Attitudes toward Mentally Retarded and Physically Handicapped Persons.

ERIC Educational Resources Information Center

Ashman, Adrian F.

1984-01-01

Analysis of questionnaires completed by 104 postgraduate level education students revealed that Ss were more accepting of physical than mental handicaps. No sex differences were found. Identified five factors: perceived rights and privileges of physically handicapped and retarded persons, interpersonal comfort with handicapped people, attitudes…

Increasing Positive Sportsmanship in Elementary Physical Education Using Prosocial Behavior Interventions

ERIC Educational Resources Information Center

Shulman, Marc D.

2013-01-01

This action research project report was conducted because students' lack of sportsmanship skills in elementary school physical education was negatively affecting the physical activity level of many students. The teacher was spending classroom time giving attention to conflicts dealing with negative sportsmanship issues and therefore losing…

Analysis of an Unusual Mirror in a 16th-Century Painting: A Museum Exercise for Physics Students

NASA Astrophysics Data System (ADS)

Swaminathan, Sudha; Lamelas, Frank

2017-04-01

Physics students at Worcester State University visit the Worcester Art Museum (WAM) at the end of a special 100-level course called Physics in Art. The students have studied geometrical optics, and they have been introduced to concepts in atomic physics. The purpose of the museum tour is to show how physics-based techniques can be used in a nontraditional lab setting. Other examples of the use of museum-based art in physics instruction include analyses of Pointillism and image resolution, and of reflections in soap bubbles in 17- and 18th-century paintings.

Medical students’ experiences learning intimate physical examination skills: a qualitative study

PubMed Central

2014-01-01

Background Intimate physical examination skills are essential skills for any medical graduate to have mastered to an appropriate level for the safety of his or her future patients. Medical schools are entrusted with the complex task of teaching and assessing these skills for their students. The objectives of this study were to explore a range of medical students’ experiences of learning intimate physical examination skills and to explore their perceptions of factors which impede or promote the learning of these skills. Methods Individual semi-structured interviews (N = 16) were conducted with medical students in years two to five from the University of Newcastle, as part of a larger research project investigating how medical students develop their attitudes to gender and health. This was a self-selected sample of the entire cohort who were all invited to participate. A thematic analysis of the transcribed data was performed. Results Students reported differing levels of discomfort with their learning experiences in the area of intimate physical examination and differing beliefs about the helpfulness of these experiences. The factors associated with levels of discomfort and the helpfulness of the experience for learning were: satisfaction with teaching techniques, dealing with an uncomfortable situation and perceived individual characteristics in both the patients and the students. The examination causing the greatest reported discomfort was the female pelvic examination by male students. Conclusions Student discomfort with the experience of learning intimate physical examination skills may be common and has ongoing repercussions for students and patients. Recommendations are made of ways to modify teaching technique to more closely match students’ perceived needs. PMID:24575827

Trends in the salience of data collected in a multi user virtual environment: An exploratory study

NASA Astrophysics Data System (ADS)

Tutwiler, M. Shane

In this study, by exploring patterns in the degree of physical salience of the data the students collected, I investigated the relationship between the level of students' tendency to frame explanations in terms of complex patterns and evidence of how they attend to and select data in support of their developing understandings of causal relationships. I accomplished this by analyzing longitudinal data collected as part of a larger study of 143 7th grade students (clustered within 36 teams, 5 teachers, and 2 schools in the same Northeastern school district) as they navigated and collected data in an ecosystems-based multi-user virtual environment curriculum known as the EcoMUVE Pond module (Metcalf, Kamarainen, Tutwiler, Grotzer, Dede, 2011) . Using individual growth modeling (Singer & Willett, 2003) I found no direct link between student pre-intervention tendency to offer explanations containing complex causal components and patterns of physical salience-driven data collection (average physical salience level, number of low physical salience data points collected, and proportion of low physical salience data points collected), though prior science content knowledge did affect the initial status and rate of change of outcomes in the average physical salience level and proportion of low physical salience data collected over time. The findings of this study suggest two issues for consideration about the use of MUVEs to study student data collection behaviors in complex spaces. Firstly, the structure of the curriculum in which the MUVE is embedded might have a direct effect on what types of data students choose to collect. This undercuts our ability to make inferences about student-driven decisions to collect specific types of data, and suggests that a more open-ended curricular model might be better suited to this type of inquiry. Secondly, differences between teachers' choices in how to facilitate the units likely contribute to the variance in student data collection behaviors between students with different teachers. This foreshadows external validity issues in studies that use behaviors of students within a single class to develop "detectors" of student latent traits (e.g., Baker, Corbett, Roll, Koedinger, 2008).

Accelerometer-measured versus self-reported physical activity in college students: implications for research and practice.

PubMed

Downs, Andrew; Van Hoomissen, Jacqueline; Lafrenz, Andrew; Julka, Deana L

2014-01-01

To determine the level of moderate-vigorous-intensity physical activity (MVPA) assessed via self-report and accelerometer in the college population, and to examine intrapersonal and contextual variables associated with physical activity (PA). Participants were 77 college students at a university in the northwest sampled between January 2011 and December 2011. Participants completed a validated self-report measure of PA and measures of athletic identity and benefits and barriers to exercise. Participants' PA levels were assessed for 2 weeks via accelerometry. Participants' estimations of their time spent engaged in MVPA were significantly higher when measured via self-report versus accelerometry. Stronger athletic identity, perceived social benefits and barriers, and time-effort barriers were related to PA levels. Estimation of college students' level of PA may require interpretation of data from different measurement methods, as self-report and accelerometry generate different estimations of PA in college students who may be even less active than previously believed.

Comparison of physical examination performance of medical students trained by musculoskeletal versus non-musculoskeletal specialists.

PubMed

Melo, Luciano; Schrieber, Leslie; Eyles, Jillian; Deveza, Leticia A; Meneses, Sarah R F; Hunter, David J

2017-04-01

To compare the musculoskeletal (MSK) physical examination skills, knowledge acquisition and performance of first-year medical students trained by MSK specialist tutors to students trained by non-MSK specialist tutors, after a 6-week MSK physical examination tutorial program. Twenty-first year medical students took part in the study. They were recruited into two groups, according to their exposure to either an MSK specialist or a non-MSK specialist tutor during their 6-week MSK training block. Knowledge acquisition was measured via a pre- and post-training objective structured clinical examination (OSCE). We assessed students' self-belief and confidence levels regarding their newly acquired skills via a questionnaire. Independent t tests were used to examine mean group differences of OSCE scores and perceived level of confidence. Both groups demonstrated a significant improvement (3.9 and 3.8 points, respectively, on an eight-point scale for shoulder assessment, P < 0.01, 3.3 and 3.5, respectively, on a five-point scale for spine assessment, P < 0.01) in OSCE scores compared to baseline after completing the 6-week MSK physical examination tutorial program. There was no between-group difference in the OSCE scores from pre- to post-training (P = 0.92 for shoulder, P = 0.66 for spine) or for perceived level of confidence in performing a basic MSK examination after training (P = 0.91). Students exposed to MSK specialist tutors did not demonstrate increased skill levels or knowledge in the area of MSK physical examination compared to those receiving the same training under the supervision of non-MSK specialist tutors. Both student groups demonstrated improvement. © 2017 Asia Pacific League of Associations for Rheumatology and John Wiley & Sons Australia, Ltd.

TEACHING PHYSICS: The quantum understanding of pre-university physics students

NASA Astrophysics Data System (ADS)

Ireson, Gren

2000-01-01

Students in England and Wales wishing to read for a physics-based degree will, in all but the more exceptional situations, be required to follow the two-year GCE Advanced-level physics course. This course includes, in its mandatory core, material that addresses the topic of `quantum phenomena'. Over the years journals such as this have published teaching strategies, for example Lawrence (1996), but few studies addressing what students understand of quantum phenomena can be found. This paper aims to address just this problem.

Views of Physics Teachers on How to Address the Declining Enrolment in Physics at the University Level

ERIC Educational Resources Information Center

Oon, Pey-Tee; Subramaniam, R.

2010-01-01

Teachers' views are worth hearing in order to get ideas on how to address the trend of declining enrolment in physics at the university level, which is regarded as a global problem. This study explores physics teachers' views on how to encourage more students to study physics at the university level. A sample of 166 physics teachers in Singapore…

Students' Pre-Knowledge as a Guideline in the Teaching of Introductory Thermal Physics at University

ERIC Educational Resources Information Center

Leinonen, Risto; Rasanen, Esa; Asikainen, Mervi; Hirvonen, Pekka E.

2009-01-01

This study concentrates on analysing university students' pre-knowledge of thermal physics. The students' understanding of the basic concepts and of the adiabatic compression of an ideal gas was studied at the start of an introductory level course. A total of 48 students participated in a paper-and-pencil test, and analysis of the responses…

School climate and physical adolescent relationship abuse: Differences by sex, socioeconomic status, and bullying.

PubMed

Jain, Sonia; Cohen, Alison K; Paglisotti, Taylor; Subramanyam, Malavika A; Chopel, Alison; Miller, Elizabeth

2018-07-01

Little is known about the association between school climate and adolescent relationship abuse (ARA). We used 2011-2012 data from surveys of California public school students (in the United States of America) who were in a dating relationship in the last year (n = 112 378) to quantify the association between different school climate constructs and physical ARA. Fifty-two percent of students were female, and all students were in 9th or 11th grade (approximately ages 14-17). Over 11% of students reported experiencing physical ARA in the last year. Increased school connectedness, meaningful opportunities for participation, perceived safety, and caring relationships with adults at school were each significantly associated with lower odds of physical ARA. Increased violence victimization and school-level bullying victimization were associated with higher odds of physical ARA. These school climate-ARA associations were significantly moderated by student sex, school socioeconomic status, and school-level bullying victimization. School climate interventions may have spillover benefits for ARA prevention. Copyright © 2018 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Mapping cognitive structures of community college students engaged in basic electrostatics laboratories

NASA Astrophysics Data System (ADS)

Haggerty, Dennis Charles

Community college students need to be abstract thinkers in order to be successful in the introductory Physics curriculum. The purpose of this dissertation is to map the abstract thinking of community college Physics students. The laboratory environment was used as a vehicle for the mapping. Three laboratory experiments were encountered. One laboratory was based on the classic Piagetian task, the centripetal motion (CM) problem. The other two laboratories were introductory electrostatic Physics experiments, Resistance (RES) and Capacitance (CAP). The students performed all laboratories using the thinking-aloud technique. The researcher collected their verbal protocols using audiotapes. The audiotaped data was quantified by comparing it to a scoring matrix based on the Piagetian logical operators (Inhelder & Piaget, 1958) for abstract thinking. The students received scores for each laboratory experiment. These scores were compared to a reliable test of intellectual functioning, the Shipley Institute of Living Scale (SILS). Spearman rank correlation coefficients (SRCC) were obtained for SILS versus CM; SILS versus RES; and SILS versus CAP. Statistically significant results were obtained for SILS versus CM and SILS versus RES at the p < 0.05 level. When an outlier to the data was considered and suppressed, the SILS versus CAP was also statistically significant at the p < 0.05 level. The scoring matrix permits a bridge from the qualitative Piagetian level of cognitive development to a quantified, mapped level of cognitive development. The ability to quantify student abstract thinking in Physics education provides a means to adjust an instructional approach. This approach could lead to a proper state of Physics education.

Barriers to Physical Activity in a Population-based Sample of Children and Adolescents in Isfahan, Iran.

PubMed

Kelishadi, Roya; Ghatrehsamani, Shohreh; Hosseini, Mohsen; Mirmoghtadaee, Parisa; Mansouri, Samaneh; Poursafa, Parinaz

2010-01-01

This study was conducted to explore the barriers to physical activity in a representative sample of Iranian children and adolescents. The study was conducted in 2007 in urban and rural areas of Isfahan district in Iran. In the qualitative part, we used the grounded theory approach, including semi-structured focus group discussions and indepth interviews. The quantitative part comprised 600 randomly selected students. The qualitative study included 34 school students (16 girls), 20 parents (11 mothers) and 11 school staff. All students disclosed that studying was a priority. They pointed to lack of safe and easy-access place for physical activity and unsupportive family as the main barriers. Lack of self-confidence and low selfworth were the two other concepts developed in this context. Parents pointed to lack of safe and easy-access place for activity followed by the priority of studying. The concepts derived from interviews with school staff included unhealthy modeling of parents, priority of studying, and inadequate public knowledge about how to integrate physical activity in routine daily life. The quantitative survey comprised 600 students including 286 (47.8%) girls. Parents' education level had inverse association with children's physical activity level. Significant inverse associations of self-efficacy and physical activity levels were documented. Increasing the public knowledge about adopting physical activity habits in routine daily life, informing the families and students about the benefits of physical activity to improve learning, as well as providing safe places such as using the school facilities in non-school hours should be considered in planning effective preventive strategies and interventions.

Effects of interactive technology, teacher scaffolding and feedback on university students' conceptual development in motion and force concepts

NASA Astrophysics Data System (ADS)

Stecklein, Jason Jeffrey

The utilization of interactive technologies will affect learning in science classrooms of the future. And although these technologies have improved in form and function, their effective employment in university science classrooms has lagged behind the rapid development of new constructivist pedagogies and means of instruction. This dissertation examines the enlistment of instructional technologies, in particular tablet PCs and DyKnow Interactive Software, in a technologically enhanced, university-level, introductory physics course. Results of this qualitative case study of three university students indicate that (1) the use of interactive technology positively affects both student learning within force and motion and self-reported beliefs about physics, (2) ad hoc use of instructional technologies may not sufficient for effective learning in introductory physics, (3) student learners dictate the leveraging of technology in any classroom, and (4) that purposeful teacher structuring of classroom activities with technologies are essential for student construction of knowledge. This includes designing activities to elicit attention and make knowledge visible for low-level content, while augmenting student interactions and modelling procedural steps for higher-level content.

The Seventh Annual National Conference of Black Physics Students

NASA Technical Reports Server (NTRS)

Crawley, Gerard M.

1993-01-01

The National Conference of Black Physics Students began in 1986 when several Black physics graduate students at MIT and Harvard decided to address the 'pipeline problem' of African Americans in physics by organizing a conference for Black physics undergraduates. The goals of the conference were: (1) to develop a network within the Black physics community, (2) to make Black students in physics, particularly at graduate level, aware of academic and professional opportunities and (3) to bring important issues and developments in the field to the attention of these students. We are pleased to announce the Seventh Annual National Conference of Black Physics Students held February 12 and 13, 1993 served the largest population of students so far. The largest conference previous to this one hosted 150 students. We registered and prepared for 240 students with 210 actually attenting. We received so many qualified abstracts for technical talks by students that instead of NCBPS's tradition of 3-4 student presentations, we ran 4 parallel sessions in different rooms with 4-5 presentations in each room. In response to comments from previous conferences, the program contained 3 workshop/discussion sessions. The topics for the interactive discussion workshops were: 'Getting Ready for Graduate School,' 'How to Succeed in Graduate School,' and 'Issues Facing Black Scientists.'

Attitudes of physical therapist students toward physical therapist assistants before and after full-time clinical internships.

PubMed

Cavallo, Cheryl L; Richter, Randy R

2004-01-01

Development of attitudes of physical therapists (PTs) toward physical therapist assistants (PTAs) begins during their professional education, and attitudes are influenced further by clinical experiences. The purpose of this study was to understand attitudes of student PTs toward PTAs. We surveyed 66 clinical intern students enrolled in an entry-level master of physical therapy program. PT students received the same survey before and after their full-time clinical internship. Eleven Likert scale items were used to assess students' attitudes toward PTAs in the areas of competence, financial remuneration, and job security. One item was designed to determine whether PT students' level of contact with PTAs influenced attitudes. A random sample of 13 (20.9%) students who returned surveys were asked to participate in a telephone interview designed to enrich the quantitative data. After item analysis, five of the scale items were eliminated from the analyses due to poor internal consistency. Cronbach's alpha of the remaining six scale items was 0.75. Survey results reveal that PT students maintain an overall positive attitude toward PTAs before and after full-time clinical internship. Qualitative interview data support this finding. Students' attitudes in specific areas of PTA competence were negative and positive, however. The negative attitude may have been based on the students' beliefs that PTAs are not competent to perform physical therapy in situations that are changing or unpredictable. Positive attitudes may have been reflective of the students' beliefs that PTAs are competent to implement established plans of care. Student ranking of four professional issues showed a significant difference before and after full-time clinical internships.

Metacognitive gimmicks and their use by upper level physics students

NASA Astrophysics Data System (ADS)

White, Gary; Sikorski, Tiffany-Rose; Landay, Justin

2017-01-01

We report on the initial phases of a study of three particular metacognitive gimmicks that upper-level physics students can use as a tool in their problem-solving kit, namely: checking units for consistency, discerning whether limiting cases match physical intuition, and computing numerical values for reasonable-ness. Students in a one semester Griffiths electromagnetism course at a small private urban university campus are asked to respond to explicit prompts that encourage adopting these three methods for checking answers to physics problems, especially those problems for which an algebraic expression is part of the final answer. We explore how, and to what extent, these students adopt these gimmicks, as well as the time development of their use. While the term ``gimmick'' carries with it some pejorative baggage, we feel it describes the essential nature of the pedagogical idea adequately in that it gets attention, is easy for the students to remember, and represents, albeit perhaps in a surface way, some key ideas about which professional physicists care.

Physical and mental workloads in professional dance teachers.

PubMed

Wanke, Eileen M; Schmidt, Mike; Leslie-Spinks, Jeremy; Fischer, Axel; Groneberg, David A

2015-03-01

The aim of this cross-sectional study was to investigate the level of mental and physical workloads in professional dance teachers depending on the trained students' age, technique level, or dance style. A total number of 133 professional dance pedagogues responded to an online cross-sectional questionnaire survey on self-assessment of physical and mental workloads occurring during dance units. The majority of dance teachers estimated their level of physical and mental workload to be almost as high as that of their students, with differences in physical and mental workloads observed depending on dance style, age of students, and technical level. More than 60% of the teachers were convinced that their occupation implies positive effects on their own health in terms of self-realization (78.2%), musculoskeletal system (66.9%), and social relationships (61.7%). Of all respondents, 58.6% stated that their musculoskeletal system was jeopardized by the physically demanding activity. This is followed by the fear of financial insecurity (50.4%). The majority of all dance teachers (males 65.4%, females 63.9%) would like to obtain further education on prevention against or dealing with physical workload. Physical and mental workloads play an important role in dance teaching. Coping with or preventing these loads could be keys to a lifelong, healthy career as a professional dance teacher. Future trials should look at clinical parameters of physical and mental load.

Preparing Future Teachers to Anticipate Student Difficulties in Physics in a Graduate-Level Course in Physics, Pedagogy, and Education Research

ERIC Educational Resources Information Center

Thompson, John R.; Christensen, Warren M.; Wittmann, Michael C.

2011-01-01

We describe courses designed to help future teachers reflect on and discuss both physics content and student knowledge thereof. We use three kinds of activities: reading and discussing the literature, experiencing research-based curricular materials, and learning to use the basic research methods of physics education research. We present a general…

The Play Community: A Student-Centered Model for Physical Education

ERIC Educational Resources Information Center

Johnson, Tyler G.; Bolter, Nicole D.; Stoll, Sharon Kay

2014-01-01

As a result of their participation in K-12 physical education, students should obtain high levels of physical activity and learn motor and/or sport skills. How to accomplish these outcomes in the context of K-12 physical education is a continuous challenge for teachers. The purpose of this article is to introduce the play community model, which…

Increasing Student Physical Activity during the School Day: Opportunities for the Physical Educator

ERIC Educational Resources Information Center

Brewer, Joan D.; Luebbers, Paul E.; Shane, Shawna D.

2009-01-01

America is facing an obesity epidemic--one that is difficult to ignore. In order to combat the nation's obesity crisis, it is imperative that schools find ways to increase the physical activity levels of students during the school day, as well as encourage additional activity outside of school. By teaching youth to incorporate physical activity…

Drawings and Ideas of Physics Teacher Candidates Relating to the Superposition Principle on a Continuous Rope

ERIC Educational Resources Information Center

Sengoren, Serap Kaya; Tanel, Rabia; Kavcar, Nevzat

2006-01-01

The superposition principle is used to explain many phenomena in physics. Incomplete knowledge about this topic at a basic level leads to physics students having problems in the future. As long as prospective physics teachers have difficulties in the subject, it is inevitable that high school students will have the same difficulties. The aim of…

Relationship between sport and physical activity and alcohol consumption among adolescents students in Murcia (Spain).

PubMed

López Villalba, Francisco J; Rodríguez García, Pedro L; García Cantó, Eliseo; Pérez Soto, Juan J

2016-04-01

Sports and physical activity are major components of a healthy lifestyle. The objective of this study was to analyze the relationship between sport and physical activity and alcohol consumption among adolescent students based on gender. Descriptive, crosssectional, comparative study conducted in adolescent students (aged between 14 and 17 years old) from the Region of Murcia in 2014. Sport and physical activity was assessed using a validated, adapted survey that included both the International Physical Activity Questionnaire and the Monitoring the Future survey. Eleven school facilities from different districts of the Region of Murcia (Spain) participated. Five hundred and sixty-four adolescent students were included. Among boys, 51.8% reported to be regularly active, versus 21.8% of girls. Significant differences were observed in terms of alcohol consumption by gender (31.1% for boys versus 48.2% for girls, p = 0.000). A significant, reverse relationship between sport and physical activity and alcohol consumption was observed among both boys and girls. The level of sport and physical activity is higher among adolescent boys than girls. Sport and physical activity shows a positive association with a lower level of alcohol consumption among both genders. Sociedad Argentina de Pediatría.

Effect of a ban on extracurricular sports activities by secondary school teachers on physical activity levels of adolescents: a multilevel analysis.

PubMed

Pabayo, Roman; O'Loughlin, Jennifer; Gauvin, Lise; Paradis, Gilles; Gray-Donald, Katherine

2006-10-01

To study the effect of a teachers' ban on supervising sports-related extracurricular physical activities (ECAs), levels of physical activity among 979 grade 7 students (mean age=12.7 [0.5] years at baseline) were compared during and after the ban in seven schools that fully implemented the ban, and three schools that did not implement the ban fully. On average, schools offered 18.0 (SD=5.1) ECAs during a no-ban school year. Students attending full implementation schools were significantly more likely than students in nonimplementation schools to be active after the ban ended (odds ratio for being active=1.89 [95% confidence interval: 1.39, 2.58]). They also increased the number of physical activities in which they participated (coefficient=4.04; SE=1.01). Ending a teachers' ban on sports-related ECAs was associated with increased involvement in physical activity among secondary school students.

Indiana Wesleyan University SPS Physics Outreach to Rural Middle School and High School Students

NASA Astrophysics Data System (ADS)

Ostrander, Joshua; Rose, Heath; Burchell, Robert; Ramos, Roberto

2013-03-01

The Society of Physics Students chapter at Indiana Wesleyan University is unusual in that it has no physics major, only physics minors. Yet while just over a year old, IWU-SPS has been active in performing physics outreach to middle school and high school students, and the rural community of Grant County. Our year-old SPS chapter consists of majors from Chemistry, Nursing, Biology, Exercise Science, Computer Science, Psychology, Pastoral Studies, and Science Education, who share a common interest in physics and service to the community. IWU currently has a physics minor and is currently working to build a physics major program. Despite the intrinsic challenges, our multi-disciplinary group has been successful at using physics demonstration equipment and hands-on activities and their universal appeal to raise the interest in physics in Grant County. We report our experience, challenges, and successes with physics outreach. We describe in detail our two-pronged approach: raising the level of physics appreciation among the IWU student community and among pre-college students in a rural community of Indiana. Acknowledgements: We acknowledge the support of the Society of Physics Students through a Marsh White Outreach Award and a Blake Lilly Prize.

Prevalence of physical inactivity and associated factors among high school students from state's public schools.

PubMed

Ceschini, Fabio L; Andrade, Douglas R; Oliveira, Luis C; Araújo Júnior, Jorge F; Matsudo, Victor K R

2009-01-01

To describe the prevalence of physical inactivity and associated factors among high school students from state's public schools in the city of São Paulo, state of São Paulo, Brazil. Sixteen state's public schools were randomly selected according to the geographic areas of the city (North, South, East, and West). The sample consisted of 3,845 high school students in 2006. Physical inactivity was measured using the International Physical Activity Questionnaire (short IPAQ) and was defined as practicing moderate and/or vigorous physical activity for a period of less than 300 minutes per week. The independent variables analyzed were: gender, age, socioeconomic level, geographic area of the city, awareness of the Agita São Paulo program, participation in physical education classes, smoking, alcohol intake and time spent per day watching television. Three-level Poisson regression was used for assessing the variables, with a significance level of p < 0.05. The general prevalence of physical inactivity among adolescents in São Paulo was 62.5% (95%CI 60.5-64.1). The factors associated with physical inactivity were gender, age, socioeconomic level, geographic area of the city, awareness of the Agita São Paulo program, non-participation in physical education classes, smoking, alcohol intake and time spent per day watching television. It was concluded that the prevalence of physical inactivity among adolescents in São Paulo was high in all the geographic areas evaluated, and that sociodemographic and behavioral factors contributed significantly to physical inactivity.

Contrasting grading approaches in introductory physics and quantum mechanics: The case of graduate teaching assistants

NASA Astrophysics Data System (ADS)

Marshman, Emily; Sayer, Ryan; Henderson, Charles; Singh, Chandralekha

2017-06-01

At large research universities, physics graduate teaching assistants (TAs) are often responsible for grading in courses at all levels. However, few studies have focused on TAs' grading practices in introductory and advanced physics courses. This study was designed to investigate whether physics graduate TAs grade students in introductory physics and quantum mechanics using different criteria and if so, why they may be inclined to do so. To investigate possible discrepancies in TAs' grading approaches in courses at different levels, we implemented a sequence of instructional activities in a TA professional development course that asked TAs to grade student solutions of introductory physics and upper-level quantum mechanics problems and explain why, if at all, their grading approaches were different or similar in the two contexts. We analyzed the differences in TAs' grading approaches in the two contexts and discuss the reasons they provided for the differences in their grading approaches in introductory physics and quantum mechanics in individual interviews, class discussions, and written responses. We find that a majority of the TAs graded solutions to quantum mechanics problems differently than solutions to introductory physics problems. In quantum mechanics, the TAs focused more on physics concepts and reasoning and penalized students for not showing evidence of understanding. The findings of the study have implications for TA professional development programs, e.g., the importance of helping TAs think about the difficulty of a problem from an introductory students' perspective and reflecting on the benefits of formative assessment.

Analysis of Self-Esteem Levels of Students in Physical Education and Sports High School

ERIC Educational Resources Information Center

çakoyun, Fahri Ak

2018-01-01

The purpose of this study is to examine the self-esteem levels of the students at Balikesir University Physical Education and Sports High School according to the variables such; gender, age, body-mass index (BMI), education department, class, sporting situation and sport branch (individual sport-team sport). While the universe of the study has…

Comparing Levels of Anti-Fat Bias between American and Mexican Athletes and Undergraduate Physical Education and Exercise Science Students

ERIC Educational Resources Information Center

Alameda, Miriam Wood; Whitehead, James R.

2015-01-01

Stigmatization consequent to anti-fat bias (AFB) may affect the services people who are obese receive from health professionals, including physical education and exercise science (PEX) professionals. In this study, we compared AFB levels of American and Mexican PEX students and Mexican athletes. We also investigated if socially desirable (SD)…

Does Constructivist Teaching Help Students Move Their Epistemological Beliefs in Physics through Uppers Levels?

ERIC Educational Resources Information Center

Ogan-Bekiroglu, Feral; Sengul-Turgut, Gulsen

2008-01-01

The examination of the development of students' epistemological beliefs is important. There is little empirical evidence for precisely how epistemological beliefs are altered. Therefore, the purpose of this study was to investigate the effects of constructivist teaching on students' epistemological beliefs in physics. One-group pretest-posttest…

The Influence of Race-Ethnicity and Physical Activity Levels on Elementary School Achievement

ERIC Educational Resources Information Center

Caldas, Stephen J.; Reilly, Monique S.

2018-01-01

The authors used structural equation modeling to map the relationships between student race-ethnicity via the mediating variable physical activity on English language arts (ELA) and mathematics achievement among 964 fourth- and fifth-grade students. The students attended a New York City Metropolitan area school district and completed the Physical…

The Acquisition of Stereochemical Knowledge by Algerian Students Intending to Teach Physical Sciences

ERIC Educational Resources Information Center

Boukhechem, Mohamed-Salah; Dumon, Alain; Zouikri, Mohamed

2011-01-01

In this work we evaluated the level of difficulty found in learning stereochemistry concepts, by students intending to teach physical sciences at the Ecole Normale Superieure (ENS) Kouba (Algeria). A paper and pencil questionnaire was administered to 170 students to evaluate: their familiarity with Newman representations; their ability of linking…

Investigating Visually Disabled Students' Attitudes about Physical Education and Sport

ERIC Educational Resources Information Center

Dalbudak, Ibrahim; Gürkan, Alper C.; Yigit, Sih Mehmet; Kargun, Mehmet; Hazar, Gürkan; Dorak, Feridun

2016-01-01

This study aims to investigate visually disabled students', who study in the level of primary education, high school, university, attitudes about physical education and sport in terms of different variables. Totally 100 visually disabled students who are individual and team athletes and study in Izmir, (8 visually disabled athletes study in…

The Nature of Students' Chemical Reasoning Employed in Scientific Argumentation in Physical Chemistry

ERIC Educational Resources Information Center

Moon, A.; Stanford, C.; Cole, R.; Towns, M.

2016-01-01

Recent science education reform efforts have emphasized scientific practices in addition to scientific knowledge. Less work has been done at the tertiary level to consider students' engagement in scientific practices. In this work, we consider physical chemistry students' engagement in argumentation and construction of causal explanations.…

The Development and Assessment of Particle Physics Summer Program for High School Students

NASA Astrophysics Data System (ADS)

Prefontaine, Brean; Kurahashi Neilson, Naoko, , Dr.; Love, Christina, , Dr.

2017-01-01

A four week immersive summer program for high school students was developed and implemented to promote awareness of university level research. The program was completely directed by an undergraduate physics major and included a hands-on and student-led capstone project for the high school students. The goal was to create an adaptive and shareable curriculum in order to influence high school students' views of university level research and what it means to be a scientist. The program was assessed through various methods including a survey developed for this program, a scientific attitudes survey, weekly blog posts, and an oral exit interview. The curriculum included visits to local laboratories, an introduction to particle physics and the IceCube collaboration, an introduction to electronics and computer programming, and their capstone project: planning and building a scale model of the IceCube detector. At the conclusion of the program, the students participated an informal outreach event for the general public and gave an oral presentation to the Department of Physics at Drexel University. Assessment results and details concerning the curriculum and its development will be discussed.

Comparing the Attitudes of Pre-Health Professional and Engineering Students in Introductory Physics Courses

NASA Astrophysics Data System (ADS)

McKinney, Meghan

2015-04-01

This talk will discuss using the Colorado Learning Attitudes about Science Survey (CLASS) to compare student attitudes towards the study of physics of two different groups. Northern Illinois University has two levels of introductory mechanics courses, one geared towards biology majors and pre-health professionals, and one for engineering and physics majors. The course for pre-health professionals is an algebra based course, while the course for engineering and physics majors is a calculus based course. We've adapted the CLASS into a twenty question survey that measures student attitudes towards the practice of and conceptions about physics. The survey is administered as a pre and post assessment to look at student attitudes before and after their first course in physics.

Preparing future teachers to anticipate student difficulties in physics in a graduate-level course in physics, pedagogy, and education research

NASA Astrophysics Data System (ADS)

Thompson, John R.; Christensen, Warren M.; Wittmann, Michael C.

2011-06-01

We describe courses designed to help future teachers reflect on and discuss both physics content and student knowledge thereof. We use three kinds of activities: reading and discussing the literature, experiencing research-based curricular materials, and learning to use the basic research methods of physics education research. We present a general overview of the two courses we have designed as well as a framework for assessing student performance on physics content knowledge and one aspect of pedagogical content knowledge—knowledge of student ideas—about one particular content area: electric circuits. We find that the quality of future teachers’ responses, especially on questions dealing with knowledge of student ideas, can be successfully categorized and may be higher for those with a nonphysics background than those with a physics background.

Students' views about the nature of experimental physics

NASA Astrophysics Data System (ADS)

Wilcox, Bethany

2017-04-01

The physics community explores and explains the physical world through a blend of theoretical and experimental studies. The future of physics as a discipline depends on training of students in both the theoretical and experimental aspects of the field. However, while student learning within lecture courses has been the subject of extensive research, lab courses remain relatively under-studied. In particular, there is little, if any, data available that addresses the effectiveness of physics lab courses at encouraging students to recognize the nature and importance of experimental physics within the discipline as a whole. To address this gap, we present the first large-scale, national study (Ninstitutions = 71 and Nstudents = 7167) of undergraduate physics lab courses through analysis of students' responses to a research-validated assessment designed to investigate students' beliefs about the nature of experimental physics. We find that students often enter and leave physics lab courses with ideas about experimental physics that are inconsistent with the views of practicing experimental physicists, and this trend holds at both the introductory and upper-division levels. Despite this inconsistency, we find that both introductory and upper-division students are able to accurately predict the expert-like response even in cases where their personal views disagree. These finding have implications for the recruitment, retention, and adequate preparation of students in physics. This work was funded by the NSF-IUSE Grant No. DUE-1432204 and NSF Grant No. PHY-1125844.

Students' views about the nature of experimental physics

NASA Astrophysics Data System (ADS)

Wilcox, Bethany R.; Lewandowski, H. J.

2017-12-01

The physics community explores and explains the physical world through a blend of theoretical and experimental studies. The future of physics as a discipline depends on training of students in both the theoretical and experimental aspects of the field. However, while student learning within lecture courses has been the subject of extensive research, lab courses remain relatively under-studied. In particular, there is little, if any, data available that address the effectiveness of physics lab courses at encouraging students to recognize the nature and importance of experimental physics within the discipline as a whole. To address this gap, we present the first large-scale, national study (Ninstitutions=75 and Nstudents=7167 ) of undergraduate physics lab courses through analysis of students' responses to a research-validated assessment designed to investigate students' beliefs about the nature of experimental physics. We find that students often enter and leave physics lab courses with ideas about experimental physics as practiced in their courses that are inconsistent with the views of practicing experimental physicists, and this trend holds at both the introductory and upper-division levels. Despite this inconsistency, we find that both introductory and upper-division students are able to accurately predict the expertlike response even in cases where their views about experimentation in their lab courses disagree. These finding have implications for the recruitment, retention, and adequate preparation of students in physics.

Physics Education Research and its Impact on Classroom Instruction

NASA Astrophysics Data System (ADS)

Meltzer, David E.

2006-05-01

In recent years systematic investigations into student learning of physics have been carried out at an increasing pace, particularly at the undergraduate level. This work, broadly known as ``physics education research,'' involves exploring the process by which students come to understand physics concepts, and uncovering the difficulties and obstacles encountered by students as they learn. The ultimate outcome of this work is the development of new and more effective instructional materials and pedagogical strategies. I will outline the principal goals and methods of this research and show how it can lead to improved learning in the classroom. I will illustrate the process by discussing an ongoing investigation into student learning of thermal physics.

Appropriate Instructional Practices in Elementary Physical Education

ERIC Educational Resources Information Center

Subramaniam, Prithwi Raj

2011-01-01

Teaching and learning in physical education at the elementary level should be a time filled with excitement and fun for both teachers and students. Children by nature are inquisitive and bring an abundance of energy into the learning environment. Physical educators who are able to harness this student energy in positive ways are able to…

Identifying Predictors of Physics Item Difficulty: A Linear Regression Approach

ERIC Educational Resources Information Center

Mesic, Vanes; Muratovic, Hasnija

2011-01-01

Large-scale assessments of student achievement in physics are often approached with an intention to discriminate students based on the attained level of their physics competencies. Therefore, for purposes of test design, it is important that items display an acceptable discriminatory behavior. To that end, it is recommended to avoid extraordinary…

Accelerometer-Measured versus Self-Reported Physical Activity in College Students: Implications for Research and Practice

ERIC Educational Resources Information Center

Downs, Andrew; Van Hoomissen, Jacqueline; Lafrenz, Andrew; Julka, Deana L.

2014-01-01

Objective: To determine the level of moderate-vigorous-intensity physical activity (MVPA) assessed via self-report and accelerometer in the college population, and to examine intrapersonal and contextual variables associated with physical activity (PA). Participants: Participants were 77 college students at a university in the northwest sampled…

Physical Activity, Body Mass Index, Alcohol Consumption and Cigarette Smoking among East Asian College Students

ERIC Educational Resources Information Center

Seo, Dong-Chul; Torabi, Mohammad R.; Chin, Ming-Kai; Lee, Chung Gun; Kim, Nayoung; Huang, Sen-Fang; Chen, Chee Keong; Mok, Magdalena Mo Ching; Wong, Patricia; Chia, Michael; Park, Bock-Hee

2014-01-01

Objective: To identify levels of moderate-intensity physical activity (MPA) and vigorous-intensity physical activity (VPA) in a representative sample of college students in six East Asian economies and examine their relationship with weight, alcohol consumption and cigarette smoking. Design: Cross-sectional survey. Setting: College students…

A Presentation of the Black Hole Stretching Effect

ERIC Educational Resources Information Center

Kontomaris, Stylianos Vasileios; Malamou, Anna

2018-01-01

Black holes and the physics behind them is a fascinating topic for students of all levels. The exotic conditions which prevail near a black hole should be discussed and presented to undergraduate students in order to increase their interest in studying physics and to provide useful insights into basic physics concepts, such as non-uniform…

The efficacy of self-directed modules for clinical learning: advanced competencies in entry-level physical therapy education.

PubMed

Peck, Kirk; Paschal, Karen; Black, Lisa; Nelson, Kelly

2014-01-01

Prior to graduation, students often express an interest to advance clinical and professional skills in teaching, research, administration, and various niche practice areas. The acquisition of advanced education in selected areas of practice is believed to improve employment opportunities, accelerate career advancement including eligibility for professional certifications, and contribute to personal satisfaction in the profession. The purpose of this paper is to (1) describe an innovative model of education, the Directed Practice Experience (DPE) elective, that incorporates a student-initiated learning process designed to achieve student-identified professional goals, and (2) report the outcomes for graduates who have completed the DPE in an entry-level program in physical therapy education. Students who met select criteria were eligible to complete a DPE. Applicants designed a 4- to 6-week clinical education experience consisting of stated rationale for personal and professional growth, examples of leadership and service, and self-directed objectives that are beyond entry-level expectations as measured by the revised Physical Therapist Clinical Performance Instrument, version 2006. Twenty-six students have completed DPEs since 2005. Fifty percent resulted in new academic partnerships. At least 25% of graduates now serve as clinical instructors for the entry-level program. Those who participated in DPEs have also completed post-graduate residencies, attained ABPTS Board certifications, authored peer-reviewed publications, and taught in both PT and residency programs. The DPE model allows qualified students to acquire advanced personal skills and knowledge prior to graduation in areas of professional practice that exceed entry-level expectations. The model is applicable to all CAPTE accredited physical therapy education programs and is especially beneficial for academic programs desiring to form new community partnerships for student clinical education.

Physical activity breaks and facilities in US secondary schools

PubMed Central

Hood, Nancy E.; Colabianchi, Natalie; Terry-McElrath, Yvonne M.; O’Malley, Patrick M.; Johnston, Lloyd D.

2014-01-01

BACKGROUND Research on physical activity breaks and facilities (indoor and outdoor) in secondary schools is relatively limited. METHODS School administrators and students in nationally representative samples of 8th (middle school) and 10th/12th grade (high school) students were surveyed annually from 2008-09 through 2011-12. School administrators reported information about physical activity breaks and facilities. Students self-reported height, weight, and physical activity. RESULTS The prevalence of physical activity breaks and indoor and outdoor facilities (dichotomized by median split) differed significantly by region of the country, school size, student race/ethnicity, and school socioeconomic status (SES). Breaks were associated with lower odds of overweight (adjusted odds ratio (AOR) = 0.91, 95% confidence interval (CI): 0.83-1.00) and obesity (AOR = 0.86, 95% CI: 0.75-0.99) among middle school students. Among low-SES middle school students and schools, higher indoor facilities were associated with lower rates of overweight and obesity. Among high school students, higher indoor and outdoor facilities were associated with 19%-42% higher odds of moderate-to-vigorous physical activity. CONCLUSIONS Physical activity breaks and school facilities may help to address high rates of overweight/obesity and low physical activity levels among secondary students, especially lower-SES students. Students in all schools should have equal access to these resources. PMID:25274169

An Investigation of Tertiary-Level Learning in Some Practical Physics Courses

ERIC Educational Resources Information Center

Wang, Weili; Coll, Richard K.

2005-01-01

Experimental physics is seen as an essential part of tertiary physics education. Students are supposed to develop practical skills and advance from closed "cookbook" experiments to open experiment and design experiment procedures independently. As a consequence tertiary practical physics courses increase in the level of challenge…

Getting Middle-School Students up and Moving: What's the Role of School and Neighborhood Environments...and the Weather: Studying the Effect of Neighborhood and School Environments on Youth Physical Activity Levels. Program Results

ERIC Educational Resources Information Center

Nakashian, Mary

2008-01-01

Researchers at the Harvard Prevention Research Center at Harvard University School of Public Health examined how physical and social environments of schools and neighborhoods shape routine physical activities of students attending 10 middle schools in the Boston area. They also analyzed the effect of weather conditions on student physical…

Impact of trained champions of comprehensive school physical activity programs on school physical activity offerings, youth physical activity and sedentary behaviors.

PubMed

Carson, Russell L; Castelli, Darla M; Pulling Kuhn, Ann C; Moore, Justin B; Beets, Michael W; Beighle, Aaron; Aija, Rahma; Calvert, Hannah G; Glowacki, Elizabeth M

2014-12-01

A quasi-experimental cluster-controlled design was used to test the impact of comprehensive school physical activity program (CSPAP) professional development on changes in school physical activity (PA) offerings, moderate-to-vigorous physical activity (MVPA) and sedentary behaviors of 9-14 year-old children during school. Two groups of Louisiana elementary and middle school physical education teachers (N=129) attended a CSPAP summer workshop (95 in 2012=intervention, 34 in 2013=control) and were assessed on school PA offerings (teacher-reported; pre, mid, and post). During the 2012-2013 school year, intervention teachers received CSPAP support while implementing new school PA programs. MVPA and sedentary behaviors were assessed (accelerometry; baseline and post) on a sample of 231 intervention, 120 control students from 16 different schools. Multivariate analysis of covariance indicated that intervention teachers reported significantly more PA offerings during school (3.35 vs. 2.37) and that involve staff (1.43 vs. 0.90). Three-level, mixed model regressions (stratified by sex) indicated that students overall spent less time in MVPA and more time being sedentary during school, but the effects were significantly blunted among intervention students, especially boys. This study provides preliminary evidence for CSPAP professional development programs to influence school-level PA offerings and offset student-level declines in MVPA and increases in sedentary behavior. Published by Elsevier Inc.

Predictors of gender achievement in physical science at the secondary level

NASA Astrophysics Data System (ADS)

Kozlenko, Brittany Hunter

This study used the 2009 National Assessment of Educational Progress (NAEP) science restricted data-set for twelfth graders. The NAEP data used in this research study is derived from a sample group of 11,100 twelfth grade students that represented a national population of over 3,000,000 twelfth grade students enrolled in science in the United States in 2009. The researcher chose the NAEP data set because it provided a national sample using uniform questions. This study investigated how the factors of socioeconomic status (SES), parental education level, mode of instruction, and affective disposition affect twelfth grade students' physical science achievement levels in school for the sample population and subgroups for gender. The factors mode of instruction and affective disposition were built through factor analysis based on available questions from the student surveys. All four factors were found to be significant predictors of physical science achievement for the sample population. NAEP exams are administered to a national sample that represents the population of American students enrolled in public and private schools. This was a non-experimental study that adds to the literature on factors that impact physical science for both genders. A gender gap is essentially nonexistent at the fourth grade level but appears at the eighth grade level in science based on information from NAEP (NCES, 1997). The results of the study can be used to make recommendation for policy change to diminish this gender gap in the future. Educators need to be using research to make instructional decisions; research-based instruction helps all students.

Changes in Badminton Game Play across Developmental Skill Levels among High School Students

ERIC Educational Resources Information Center

Wang, Jianyu; Liu, Wenhao

2012-01-01

The study examined changes in badminton game play across developmental skill levels among high school students in a physical education setting. Videotapes of badminton game play of 80 students (40 boys and 40 girls) in the four developmental skill levels (each skill level had 10 boys and 10 girls) were randomly selected from a database associated…

Exploring student learning profiles in algebra-based studio physics: A person-centered approach

NASA Astrophysics Data System (ADS)

Pond, Jarrad W. T.; Chini, Jacquelyn J.

2017-06-01

In this study, we explore the strategic self-regulatory and motivational characteristics of students in studio-mode physics courses at three universities with varying student populations and varying levels of success in their studio-mode courses. We survey students using questions compiled from several existing questionnaires designed to measure students' study strategies, attitudes toward and motivations for learning physics, organization of scientific knowledge, experiences outside the classroom, and demographics. Using a person-centered approach, we utilize cluster analysis methods to group students into learning profiles based on their individual responses to better understand the strategies and motives of algebra-based studio physics students. Previous studies have identified five distinct learning profiles across several student populations using similar methods. We present results from first-semester and second-semester studio-mode introductory physics courses across three universities. We identify these five distinct learning profiles found in previous studies to be present within our population of introductory physics students. In addition, we investigate interactions between these learning profiles and student demographics. We find significant interactions between a student's learning profile and their experience with high school physics, major, gender, grade expectation, and institution. Ultimately, we aim to use this method of analysis to take the characteristics of students into account in the investigation of successful strategies for using studio methods of physics instruction within and across institutions.

A comparison of factors associated with physical inactivity among East Asian college students.

PubMed

Seo, Dong-Chul; Torabi, Mohammad R; Chin, Ming Kai; Huang, Sen Fang; Chen, Chee Keong; Mok, Magdalena Mo Ching; Wong, Patricia; Chia, Michael; Lee, Chung Gun; Wang, Chunyun

2012-09-01

Little is known on the level of physical inactivity and its behavioral and cultural correlates among East Asian college students. The aim of this study is to examine and compare the level and behavioral and cultural correlates of physical inactivity among college students in Taiwan, Hong Kong, South Korea, Singapore, and Malaysia. Data were collected from a representative sample of college students (N = 12,137) in five East Asian economies during the 2008-2009 academic year. The stratified random sampling (stratum: geographic region) was used to select participating institutions. The overall response rate was 77%. The percentage of physically inactive students was 7.2% for Singapore, 8.0% for Malaysia, 13.5% for Taiwan, 16.8% for Hong Kong, and 28.5% for South Korea. When gender, age, and body mass index were controlled, fruit and vegetable consumptions were significant correlates for physical inactivity across all the five economies. In Hong Kong, Korea, and Taiwan, those who engaged in binge drinking at least once during the past 2 weeks were less likely to be physically inactive than those who did not. Religion and military experience did not independently predict physical inactivity in any of the five economies. Physical inactivity varies greatly across different economies in East Asia that are usually grouped together and considered a single homogeneous entity by some researchers. However, in terms of correlates of physical inactivity, findings of the current study indicate that the transversal value of physical activity might be transformed into a universal.

Physical activity, psychosocial health, and life goals among youth.

PubMed

Piko, Bettina F; Keresztes, Noemi

2006-04-01

The main goal of the present study is to investigate the relationship between youth's physical activity, their psychosocial health and well-being, and their life goals. Data were collected among students (n = 1109, age range between 14 and 21 years of age, mean: 16.5 years, SD = 1.3 years) enrolled in the secondary schools of the Southern Plain Region (three counties), Hungary. Our findings support previous results that more active students have a better self-perceived health and fitness, lower levels of depressive symptoms and higher levels of life satisfaction. In addition, students who are regularly active prefer less extrinsic values as life goals for their future. However, there are no significant differences by physical activity status in terms of intrinsic values (except for physical health). These findings suggest that physical activity is not per se a beneficial health behavior only through its functions. In community health programs, a health-related physical education approach should be addressed to improve the psychosocial benefits of physical activity.

Gender contentedness in aspirations to become engineers or medical doctors

NASA Astrophysics Data System (ADS)

Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

2017-11-01

Medical doctor and engineer are highly esteemed STEM professions. This study investigates academic and motivational characteristics of a sample of high school students in Thailand who aspire to become medical doctors or engineers. We used logistic regression to compare maths performance, gender typicality, gender contentedness, and maths and physics self-concepts among students with aspirations for these two professions. We found that high levels of felt gender contentedness in men had positive association with aspirations for engineering irrespective of the levels of maths or physics self-concept. We found that high levels of felt gender contentedness combined with high levels of maths or physics self-concept in women had positive associations with aspirations to become a medical doctor. These findings are evidence that student views of self are associated with uneven gendered patterns in career aspirations and have implications for the potential for future participation.

Challenges in Teaching Space Physics to Different Target Groups From Space Weather Forecasters to Heavy-weight Theorists

NASA Astrophysics Data System (ADS)

Koskinen, H. E.

2008-12-01

Plasma physics as the backbone of space physics is difficult and thus the space physics students need to have strong foundations in general physics, in particular in classical electrodynamics and thermodynamics, and master the basic mathematical tools for physicists. In many universities the number of students specializing in space physics at Master's and Doctoral levels is rather small and the students may have quite different preferences ranging from experimental approach to hard-core space plasma theory. This poses challenges in building up a study program that has both the variety and depth needed to motivate the best students to choose this field. At the University of Helsinki we require all beginning space physics students, regardless whether they enter the field as Master's or Doctoral degree students, to take a one-semester package consisting of plasma physics and its space applications. However, some compromises are necessary. For example, it is not at all clear, how thoroughly Landau damping should be taught at the first run or how deeply should the intricacies of collisionless reconnection be discussed. In both cases we have left the details to an optional course in advanced space physics, even with the risk that the student's appreciation of, e.g., reconnection may remain at the level of a magic wand. For learning experimental work, data analysis or computer simulations we have actively pursued arrangements for the Master's degree students to get a summer employments in active research groups, which usually lead to the Master's theses. All doctoral students are members of research groups and participate in experimental work, data analysis, simulation studies or theory development, or any combination of these. We emphasize strongly "learning by doing" all the way from the weekly home exercises during the lecture courses to the PhD theses which in Finland consist typically of 4-6 peer-reviewed articles with a comprehensive introductory part.

Open-Ended Laboratory Investigations in a High School Physics Course: The Difficulties and Rewards of Implementing Inquiry-Based Learning in a Physics Lab

ERIC Educational Resources Information Center

Szott, Aaron

2014-01-01

Traditional physics labs at the high school level are often closed-ended. The outcomes are known in advance and students replicate procedures recommended by the teacher. Over the years, I have come to appreciate the great opportunities created by allowing students investigative freedom in physics laboratories. I have realized that a laboratory…

Basic Machines - The "Nuts and Bolts" of Technical Physics Minicourse, Career Oriented Pre-Technical Physics. Preliminary Edition.

ERIC Educational Resources Information Center

Bullock, Bob; And Others

This minicourse was prepared for use with secondary physics students in the Dallas Independent School District and is one option in a physics program which provides for the selection of topics on the basis of student career needs and interests. This minicourse was aimed at two levels in the study of basic machines. The "light" level…

ASSOCIATION BETWEEN WEIGHT-TEASING AND PHYSICAL ACTIVITY IN ADOLESCENTS

PubMed Central

Watanabe, Priscila Iumi; Fontana, Fabio Eduardo; da Silva, Michael Pereira; Mazzardo, Oldemar; Bacil, Eliane Denise Araújo; de Campos, Wagner

2017-01-01

ABSTRACT Objective: The aim of the study was to determine the association between weight-teasing and physical activity in students from public schools of Curitiba, Paraná (Southern Brazil). Methods: The sample consisted of 95 students (48 boys and 47 girls) aged 12 to 14 years old. The Perception of Weight Teasing (POTS) and The Perception of Weight Teasing during Physical Activity Scale assessed the frequency of weight-teasing experienced by the participants. Accelerometers measured physical activity. BMI assessed the weight status of the participants. Pearson correlations analyzed the association between the teasing and physical activity variables at a significance level of 0.05. Results: The relationship between teasing variables and physical activity was not significant. A large proportion of participants failed to meet the recommended levels of physical activity regardless of sex (72%), and girls were significantly less physically active than boys (56.3% of boys and 89.4% of girls; p<0.01). Conclusions: Some participants were targets of weight-teasing, but teasing was not related to physical activity. Interventions are necessary to educate middle school students about the harmful consequences of weight teasing. PMID:28977290

``Physics with a Smile''-Explaining Phenomena with a Qualitative Problem-Solving Strategy

NASA Astrophysics Data System (ADS)

Mualem, Roni; Eylon, Bat-Sheva

2007-03-01

Various studies indicate that high school physics students and even college students majoring in physics have difficulties in qualitative understanding of basic concepts and principles of physics.1-5 For example, studies carried out with the Force Concept Inventory (FCI)1,6 illustrate that qualitative tasks are not easy to solve even at the college level. Consequently, "conceptual physics" courses have been designed to foster qualitative understanding, and advanced high school physics courses as well as introductory college-level courses strive to develop qualitative understanding. Many physics education researchers emphasize the importance of acquiring some qualitative understanding of basic concepts in physics as early as middle school or in the context of courses that offer "Physics First" in the ninth grade before biology or chemistry.7 This trend is consistent with the call to focus the science curriculum on a small number of basic concepts and ideas, and to instruct students in a more "meaningful way" leading to better understanding. Studies7-10 suggest that familiar everyday contexts (see Fig. 1) are useful in fostering qualitative understanding.

The effects of types of reflective scaffolding and language proficiency on the acquisition of physics knowledge in a game-based learning environment

NASA Astrophysics Data System (ADS)

Huang, Tsu-Ting

With the capability of creating a situated and engaging learning environment, video games have been considered as a powerful tool to enhance students' learning outcomes and interest in learning. Yet, little empirical evidence exists to support the effectiveness of video games in learning. Particularly, little attention has been given to the design of specific game elements. Focusing on middle school students, the goal of this study was to investigate the effects of two types of representations of reflective scaffolds (verbal and visual) on students' learning outcomes, game performance, and level of engagement in a video game for physics learning. In addition, the role of students' level of English proficiency was examined to understand whether the effects of reflective scaffolds were influenced by students' language proficiency. Two studies were conducted. Study 1 playtested the game with target players and led to game modification for its use in Study 2, which focused on the effects of different types of reflective scaffolds and level of English proficiency. The results of Study 2 showed that students who received both verbal and visual reflective scaffolds completed the most levels compared to the other groups in the given time. No significant effect of type of reflective scaffolds were found on learning outcomes despite the fact that the pattern of the learning outcomes across conditions was close to prediction. Participants' engagement in gameplay was high regardless of the type of scaffolds they received, their interest in learning physics, and their prior knowledge of physics. The results of video analysis also showed that the game used in this study was able to engage students not only in gameplay but also in learning physics. Finally, English proficiency functioned as a significant factor moderating the effects of scaffolds, learning outcomes and game performance. Students with limited English proficiency benefited more from visual reflective scaffolds than verbal ones.

New tools for investigating student learning in upper-division electrostatics

NASA Astrophysics Data System (ADS)

Wilcox, Bethany R.

Student learning in upper-division physics courses is a growing area of research in the field of Physics Education. Developing effective new curricular materials and pedagogical techniques to improve student learning in upper-division courses requires knowledge of both what material students struggle with and what curricular approaches help to overcome these struggles. To facilitate the course transformation process for one specific content area --- upper-division electrostatics --- this thesis presents two new methodological tools: (1) an analytical framework designed to investigate students' struggles with the advanced physics content and mathematically sophisticated tools/techniques required at the junior and senior level, and (2) a new multiple-response conceptual assessment designed to measure student learning and assess the effectiveness of different curricular approaches. We first describe the development and theoretical grounding of a new analytical framework designed to characterize how students use mathematical tools and techniques during physics problem solving. We apply this framework to investigate student difficulties with three specific mathematical tools used in upper-division electrostatics: multivariable integration in the context of Coulomb's law, the Dirac delta function in the context of expressing volume charge densities, and separation of variables as a technique to solve Laplace's equation. We find a number of common themes in students' difficulties around these mathematical tools including: recognizing when a particular mathematical tool is appropriate for a given physics problem, mapping between the specific physical context and the formal mathematical structures, and reflecting spontaneously on the solution to a physics problem to gain physical insight or ensure consistency with expected results. We then describe the development of a novel, multiple-response version of an existing conceptual assessment in upper-division electrostatics courses. The goal of this new version is to provide an easily-graded electrostatics assessment that can potentially be implemented to investigate student learning on a large scale. We show that student performance on the new multiple-response version exhibits a significant degree of consistency with performance on the free-response version, and that it continues to provide significant insight into student reasoning and student difficulties. Moreover, we demonstrate that the new assessment is both valid and reliable using data from upper-division physics students at multiple institutions. Overall, the work described in this thesis represents a significant contribution to the methodological tools available to researchers and instructors interested in improving student learning at the upper-division level.

The Use of Thought Experiments in Teaching Physics to Upper Secondary-Level Students: Two Examples from the Theory of Relativity

ERIC Educational Resources Information Center

Velentzas, Athanasios; Halkia, Krystallia

2013-01-01

The present study focuses on the way thought experiments (TEs) can be used as didactical tools in teaching physics to upper secondary-level students. A qualitative study was designed to investigate to what extent the TEs called "Einstein's elevator" and "Einstein's train" can function as tools in teaching basic concepts of the…

Feasibility online survey to estimate physical activity level among the students studying professional courses: a cross-sectional online survey.

PubMed

Sudha, Bhumika; Samuel, Asir John; Narkeesh, Kanimozhi

2018-02-01

The aim of the study was to estimate the physical activity (PA) level among the professional college students in North India. One hundred three professional college students in the age group of 18-25 years were recruited by simple random sampling for this cross-sectional online survey. The survey was advertised on the social networking sites (Facebook, WhatsApp) through a link www.surveymonkey.com/r/MG-588BY. A Short Form of International Physical Activity Questionnaire was used for this survey study. The questionnaire included total 8 questions on the basis of previous 7 days. The questionnaire consists of 3 main categories which were vigorous, moderate and high PA. Time spent in each activity level was multiplied with the metabolic equivalent of task (MET), which has previously set to 8.0 for vigorous activity, 4.0 for moderate activity, 3.3 for walking, and 1.5 for sitting. By multiplying MET with number of days and minutes performed weekly, amount of each activity level was calculated and measured as MET-min/wk. Further by adding MET minutes for each activity level, total MET-min/wk was calculated. Total number of 100 students participated in this study, and it was shown that all professional course students show different levels in PA. The total PA level among professional college students, which includes, physiotherapy, dental, medical, nursing, lab technician, pharmacy, management, law, engineering, were 434.4 (0-7,866), 170.3 (0-1,129), 87.7 (0-445), 102.8 (0-180), 469 (0-1,164), 0 (0-0), 645 (0-1,836), 337 (0-1,890), 396 (0-968) MET-min/wk respectively. PA levels among professional college students in North India have been established.

[SOMATOTYPE, NUTRITIONAL STATUS AND BLOOD GLUCOSE LEVEL OF PHYSICAL EDUCATION STUDENTS].

PubMed

Valdés-Badilla, Pablo; Salvador Soler, Noemí; Godoy-Cumillaf, Andrés; Carmona-López, María Ines; Fernández, Juan José; Durán-Agüero, Samuel

2015-09-01

classical studies have compared the glycemia with the nutritional status in both children and adults; however studies that consider also somatotype are unknown. associating the somatotype and nutritional status with the glycemic level of students of Pedagogy in Physical Education (PPE). the sample included 40 subjects, divided between 13 women and 27 men. It was determined in each subject BMI, somatotype and also a fasting blood glucose sample was obtained. the somatotype in male PPE students was mesomorphic (3-2-2) with a nutritional status of overweight (25 kg/m2) and balanced mesomorphic (4-4-2) with normal weight (22 kg/m2) in women PPE students. While average fasting blood glucose was 69 mg / dl. No association between somatotype and BMI with blood sugar levels of students of PPE, however, women of PEF showed significant positive correlations between mesomorphy and the ICC (0.577) and between glycemia and height (0.650). somatotype and BMI of the students of PPE are consistent with their age and sex, but no association between somatotype and glucose was observed. Moreover, the average blood glucose levels were somewhat lower compared to normative tables, a situation that could be related to physical activity, however, requires further study to confirm it. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

Using Student Centred Evaluation for Curriculum Enhancement: An Examination of Undergraduate Physiotherapy Education in Relation to Physical Activity and Exercise Prescription

ERIC Educational Resources Information Center

O'Donoghue, Grainne; Doody, Catherine; Cusack, Tara

2011-01-01

The purpose of this study was to examine physiotherapy students' perceptions of current education content of entry-level physiotherapy programmes in terms of physical activity (PA) and exercise promotion and prescription (EPP). Sixty-two physiotherapy students from three Irish Universities participated. Three Structured Group Feedback Sessions…

University Students' Conceptions of an Excellent Physical Education Teacher in China

ERIC Educational Resources Information Center

Song, Lihua; Chen, Junjun

2013-01-01

This study investigated how university students perceive an excellent physical education (PE) teacher at the university level. A sample of 2000 university students at four universities in China responded to a 53-item questionnaire. A 6-factor, 28-item model of an excellent teacher in PE was subsequently generated with a statistical good fit, using…

Influence of Presentation Handout Completeness on Student Learning in a Physical Therapy Curriculum

ERIC Educational Resources Information Center

Nelson-Wong, Erika; Eigsti, Heidi; Hammerich, Amy; Ellison, Nicole

2013-01-01

Students and faculty have disparate opinions on how complete lecture materials should be to optimize learning. The purpose of this study was to investigate the influence of lecture handout completeness and content area on Doctor of Physical Therapy student recall/retention in foundation level courses. These findings suggest there may not be a best…

Camp Thunderbird: Taking Flight with Dance and Physical Education for Special Populations

ERIC Educational Resources Information Center

Keglon, Johnnye

2011-01-01

This article describes the Dallas-based Camp Thunderbird, an enrichment program that brought together minority students in special education and students from general education for a summer of physical activity and the arts. Among the camp participants were students who functioned at a high level in the areas of autism spectrum disorders, mental…

Physical Education Teacher Education Students' Knowledge, Perceptions and Experiences of Promoting Healthy, Active Lifestyles in Secondary Schools

ERIC Educational Resources Information Center

Harris, Jo

2014-01-01

Background: Physical education teacher education (PETE) offers a context for students to learn about the promotion of active lifestyles in secondary schools through their interactions and experiences during the teacher education process. However, previous studies have found low levels of health-related fitness knowledge amongst PETE students,…

Including Overweight and Obese Students in Physical Education: An Urgent Need and Effective Teaching Strategies

ERIC Educational Resources Information Center

Li, Huanyu; Li, Weidong; Zhao, Qi; Li, Mingda

2017-01-01

Students who are overweight or obese generally have low physical ability and fitness levels, experience serious weight-related health implications, are teased and excluded by their peers, and suffer psycho-social and emotional damages as a result of weight stigma. Overweight and obese students have presented an unprecedented challenge for teachers…

Physical Activity Patterns and Self-Efficacy of Selected College Students

ERIC Educational Resources Information Center

Hutchins, Matt; Drolet, Judy C.; Ogletree, Roberta J.

2010-01-01

Much attention has been given to the fact that Americans are becoming less active. This study was designed to examine the levels of exercise-specific self-efficacy and physical activity rates in a selected group of college students. Students were recruited as they entered a fitness facility. Participation consisted of completing a survey that…

Anthropometric and Cardio-Respiratory Indices and Aerobic Capacity of Male and Female Students

ERIC Educational Resources Information Center

Czajkowska, Anna; Mazurek, Krzysztof; Lutoslawska, Grazyna; Zmijewski, Piotr

2009-01-01

Study aim: To assess the relations between anthropometric and cardio-respiratory indices, and aerobic capacity of students, differing in the level of physical activity, under resting and exercise conditions. Material and methods: A group of 87 male and 75 female students volunteered to participate in the study. Their physical activity was…

Open-ended versus guided laboratory activities:Impact on students' beliefs about experimental physics

NASA Astrophysics Data System (ADS)

Wilcox, Bethany R.; Lewandowski, H. J.

2016-12-01

Improving students' understanding of the nature of experimental physics is often an explicit or implicit goal of undergraduate laboratory physics courses. However, lab activities in traditional lab courses are typically characterized by highly structured, guided labs that often do not require or encourage students to engage authentically in the process of experimental physics. Alternatively, open-ended laboratory activities can provide a more authentic learning environment by, for example, allowing students to exercise greater autonomy in what and how physical phenomena are investigated. Engaging in authentic practices may be a critical part of improving students' beliefs around the nature of experimental physics. Here, we investigate the impact of open-ended activities in undergraduate lab courses on students' epistemologies and expectations about the nature of experimental physics, as well as their confidence and affect, as measured by the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Using a national data set of student responses to the E-CLASS, we find that the inclusion of some open-ended lab activities in a lab course correlates with more expertlike postinstruction responses relative to courses that include only traditional guided lab activities. This finding holds when examining postinstruction E-CLASS scores while controlling for the variance associated with preinstruction scores, course level, student major, and student gender.

Characterizing the successful student in general chemistry and physical science classes in terms of Jung's personality types as identified by the Myers-Briggs Type Indicator

NASA Astrophysics Data System (ADS)

Riley, Wayne David

1998-11-01

A student's success in a science class can depend upon previous experiences, motivation, and the level of interest in the subject. Since psychological type is intrinsic to a person's whole being, it can be influential upon the student's motivation and interests. Thus, a study of student psychological types versus the level of success in a class, as measured by a percentage, has potential to uncover certain personality characteristics which may be helpful to or which may hinder a student's learning environment. This study was initiated, using the Myers-Briggs Type Indicator, to evaluate any correlation between a student's personality type and his/her performance in a science class. A total of 1041 students from three classes: Chemistry 121/122, Chemistry 112, Physical Science 100, volunteered for the study. An analysis of variance (ANOVA) was used to determine the levels of significance among sixteen personality types' averages. The results reveal that for the Chemistry 1121/122 course, the average score of the INTJ personality type was 5.1 to 12.6 points higher than every other personality type. The ANOVA identifies 3 personality types with averages significantly below the INTJ at the p < 0.05 significance level. The ANOVA analysis for the Chemistry 112 course identified significances between student scores at p = 0.08. The significance level for the differences among scores for the Physical Science 100 course was determined at a level of p = 0.02. Significance levels for p < 0.05 and <0.01 were identified between several groups in this course. The data suggest, that although personality type may not predict a particular student's success in a science class, students with certain personality traits may be favored in a chemistry class due the structure of the instruction and the presentation of the subject matter.

A Study of Three Outcomes of a College Level Course in Physical Science for Nonscience Students (Adapted PSNS).

ERIC Educational Resources Information Center

Frangos, George John

This study was designed to determine if an adapted version of Physical Science for Nonscience Students (PSNS), a physical science course used for nonscience majors in college, significantly contributes to an understanding of the scientific enterprise, positive attitudes toward science and scientists, and knowledge of solid matter and the…

What Factors Determine the Uptake of A-Level Physics?

ERIC Educational Resources Information Center

Gill, Tim; Bell, John F.

2013-01-01

There has been much concern recently in the UK about the decline in the number of students studying physics beyond age 16. To investigate why this might be we used data from a national database of student qualifications and a multilevel modelling technique to investigate which factors had the greatest impact on the uptake of physics at Advanced…

It's Time to Include Nutrition Education in the Secondary Physical Education Curriculum

ERIC Educational Resources Information Center

Bertelsen, Susan L.; Thompson, Ben

2014-01-01

Although the primary focus of physical educators is to increase students' physical activity levels and their knowledge about the importance of movement, they also have the opportunity to affect students' overall wellness by teaching nutrition and how healthy eating contributes to overall health and weight management. Nutrition concepts…

Physical Activity and Sports Team Participation: Associations with Academic Outcomes in Middle School and High School Students

ERIC Educational Resources Information Center

Fox, Claudia K.; Barr-Anderson, Daheia; Neumark-Sztainer, Dianne; Wall, Melanie

2010-01-01

Background: Previous studies have found that higher physical activity levels are associated with greater academic achievement among students. However, it remains unclear whether associations are due to the physical activity itself or sports team participation, which may involve requirements for maintaining certain grades, for example. The purpose…

Developing Weight Training Programs with Microsoft Excel: Techtorial #2. Article #3 in a 6-Part Series

ERIC Educational Resources Information Center

Mears, Derrick

2009-01-01

Developing personalized fitness programs to meet individual needs of students can be an overwhelming task for the physical educator. The National Standards for Physical Education (NASPE) indicate that students should achieve and maintain appropriate levels of physical fitness. To effectively meet standards with the growing diversity of curricular…

Before-School Running/Walking Club and Student Physical Activity Levels: An Efficacy Study

ERIC Educational Resources Information Center

Stylianou, Michalis; van der Mars, Hans; Kulinna, Pamela Hodges; Adams, Marc A.; Mahar, Matthew; Amazeen, Eric

2016-01-01

Purpose: Before-school programs, one of the least studied student-related comprehensive school physical activity program (CSPAP) components, may be a promising strategy to help youth meet the physical activity (PA) guidelines. This study's purpose was to examine: (a) how much PA children accrued during a before-school running/walking club and…

Arctic Research and Writing: A Lasting Legacy of the International Polar Year

ERIC Educational Resources Information Center

Englert, Karl; Coon, Brian; Hinckley, Matt; Pruis, Matt

2009-01-01

Recently, senior-level physics students joined thousands of scientists from over 60 nations to examine a wide range of physical, biological, and social research topics as part of the International Polar Year (IPY). Through a National Science Foundation (NSF)-funded research project, these students applied physics concepts to the study of Arctic…

Relationships between Physical Activity and Other Health-Related Behaviors in a Representative Sample of U.S. College Students.

ERIC Educational Resources Information Center

Dinger, Mary K.; Vesely, Sara K.

2001-01-01

Examined the relationship between physical activity and other health-related behaviors of U.S. college students. Data from the National College Health Risk Behavior Survey indicated that cigarette smoking, inconsistent seatbelt use, and inadequate consumption of fruits and vegetables significantly related to low levels of physical activity after…

Nordic Walking: A Simple Lifetime Physical Activity for Every Student

ERIC Educational Resources Information Center

Santos, Luis; Fernandez-Rio, Javier

2013-01-01

Children who become competent in a wide variety of motor skills and movement patterns are more likely to remain physically active for life. Physical education can achieve this goal by providing an extensive selection of activities and by including learning units that encourage students to increase their skill level and stay active year-round.…

Teaching Physics: Students' Attitudes towards Different Learning Activities

ERIC Educational Resources Information Center

Owen, Sian; Dickson, Dominic; Stanisstreet, Martin; Boyes, Edward

2008-01-01

The decline in the popularity of physics over the period of secondary schooling and its consequent low uptake at A-level and beyond continues to cause concern on educational and economic grounds. The aim of this study is to explore whether physics might be made more attractive to students by employing an extended range of classroom and laboratory…

Hands on CERN: A Well-Used Physics Education Project

ERIC Educational Resources Information Center

Johansson, K. E.

2006-01-01

The "Hands on CERN" education project makes it possible for students and teachers to get close to the forefront of scientific research. The project confronts the students with contemporary physics at its most fundamental level with the help of particle collisions from the DELPHI particle physics experiment at CERN. It now exists in 14 languages…

Sports participation and physical education in American secondary schools: current levels and racial/ethnic and socioeconomic disparities.

PubMed

Johnston, Lloyd D; Delva, Jorge; O'Malley, Patrick M

2007-10-01

The purpose of this study was to determine the current levels of physical education (PE) and sports participation among American secondary school students, and to establish the extent to which they vary by grade level, racial/ethnic background, and socioeconomic status (SES) of the students. Nationally representative data were used from over 500 schools and 54,000 students surveyed in 2003, 2004, and 2005 as part of the Youth, Education, and Society (YES) study and the Monitoring the Future (MTF) study. As part of YES, school administrators completed questionnaires on physical activity (including rates of sports and PE participation) of students in their schools. Students in the same schools completed self-administered questionnaires in the same year as part of MTF, providing individual background data, including their gender, racial/ethnic identification, and parents' education level. Data were analyzed in 2006. Physical education requirements, and actual student participation rates, decline substantially between 8th and 12th grades. About 87% of 8th graders were in schools that required them to take PE, compared to only 20% of 12th graders. Principals estimate that over 90% of 8th graders actually take PE, compared to 34% of 12th graders. Subgroup differences in PE participation rates were small. Only a fraction of all students participate in varsity sports during the school year, with girls participating only slightly less than boys (33% vs 37%). Participation correlates negatively with SES and was lower among black and Hispanic students than white students, even after controlling for other variables. Participation rates in intramural sports were even lower, declined in higher grades, and were lower among low-SES and Hispanic students (after controlling for other variables). Physical education is noticeably lacking in American high schools for all groups. Racial/ethnic minorities and low-SES youth, who are at higher than average risk of being overweight in adolescence, are getting less exercise due to their lower participation in school sports. Disparities in resources available to minorities and lower-SES youth may help explain the differences in participation rates.

Associations between Socio-Motivational Factors, Physical Education Activity Levels and Physical Activity Behavior among Youth

ERIC Educational Resources Information Center

Ning, Weihong; Gao, Zan; Lodewyk, Ken

2012-01-01

This study examined the relationships between established socio-motivational factors and children's physical activity levels daily and during physical education classes. A total of 307 middle school students (149 boys, 158 girls) from a suburban public school in the Southern United States participated in this study. Participants completed…

Initiating and Strengthening College and University Instructional Physical Activity Programs

ERIC Educational Resources Information Center

Sweeney, Michelle M.

2011-01-01

The National Association for Sport and Physical Education supports the offering of strong college and university instructional physical activity programs (C/UIPAPs). With a rapid decline in physical activity levels, high stress levels, and unhealthy weight-loss practices among college-age students, it is apparent that C/UIPAPs embedded in the…

Physical exercise, energy expenditure and tobacco consumption in adolescents from Murcia (Spain).

PubMed

Rodríguez García, Pedro Luis; López Villalba, Francisco José; López Miñarro, Pedro Ángel; García Cantó, Eliseo

2014-02-01

Physical and sports activity is essential for a healthy lifestyle and is considered a prevention factor for several harmful habits on health. The purpose of this study was to establish the relationship between the level of physical activity, energy expenditure and tobacco consumption among adolescent students. Adolescent students aged 14 to 17 years old from the province of Murcia were included. Their level of physical activity was assessed using the International Physical Activity Questionnaire, and smoking was evaluated using the Youth Risk Behavior Surveillance. Out of 344 adolescents, 20.3% were overweight and 5.8%, obese. Of the total, 44.2% reported being active on a regular basis, while 55.8% were irregularly active or inactive. The level of physical exercise was higher among boys than girls. Tobacco was consumed by 20.3% of the sample, but no significant differences were observed based on sex. The highest energy expenditure from physical activity was positively associated with non consumption of tobacco. Among adolescents, a higher level of physical activity and a higher energy expenditure are positively associated with non consumption of tobacco.

The scientific argumentation profile of physics teacher candidate in Surabaya

NASA Astrophysics Data System (ADS)

Ain, T. N.; Wibowo, H. A. C.; Rohman, A.; Deta, U. A.

2018-03-01

The ability of scientific argumentation is an essential factor that must be mastered by physics teacher candidate as a requirement in explaining good and accurate scientific concepts. In the process of arguing, students develop explanations or persuade colleagues to support their hypotheses, express doubts, ask questions, relate alternative answers, and confirm what is unknown to develop the ability to provide rational and scientific explanations. The design of this research is descriptive qualitative with the subject of research is 20 undergraduate students of Physics Education Department in Surabaya. The research instrument consists of four casuistic questions related to the concept of kinematics. The argumentation pattern of physics teacher candidate is coded using Toulmin's argumentation pattern. The results show that the student’s ability in providing scientific argument is at the level of providing claims with the support of a weak warrant. The students are not able to provide excellent rebuttals. In each case given, the student can give a good claim statement in answering the questions. However, the concept used to support the claim is not correct. This case causes the warrant used to support the claim is weak. Students also do not analyse other facts that affect the system. Students have not reached a higher level because the understanding of physics is not deep enough.

Investigations of student understanding of entropy and of mixed second-order partial derivatives in upper-level thermodynamics

NASA Astrophysics Data System (ADS)

Bucy, Brandon R.

While much of physics education research (PER) has traditionally been conducted in introductory undergraduate courses, researchers have begun to study student understanding of physics concepts at the upper-level. In this dissertation, we describe investigations conducted in advanced undergraduate thermodynamics courses. We present and discuss results pertaining to student understanding of two topics: entropy and the role of mixed second-order partial derivatives in thermodynamics. Our investigations into student understanding of entropy consisted of an analysis of written student responses to researcher-designed diagnostic questions. Data gathered in clinical interviews is employed to illustrate and extend results gathered from written responses. The question sets provided students with several ideal gas processes, and asked students to determine and compare the entropy changes of these processes. We administered the question sets to students from six distinct populations, including students enrolled in classical thermodynamics, statistical mechanics, thermal physics, physical chemistry, and chemical engineering courses, as well as a sample of physics graduate students. Data was gathered both before and after instruction in several samples. Several noteworthy features of student reasoning are identified and discussed. These features include student ideas about entropy prior to instruction, as well as specific difficulties and other aspects of student reasoning evident after instruction. As an example, students from various populations tended to emphasize either the thermodynamic or the statistical definition of entropy. Both approaches present students with a unique set of benefits as well as challenges. We additionally studied student understanding of partial derivatives in a thermodynamics context. We identified specific difficulties related to the mixed second partial derivatives of a thermodynamic state function, based on an analysis of student responses to homework and exam problems. Students tended to set these partial derivatives identically equal to zero. Students also displayed difficulties in relating the physical description of a material property to a corresponding mathematical statement involving partial derivatives. We describe the development of a guided-inquiry tutorial activity designed to address these specific difficulties. This tutorial focused on the graphical interpretation of partial derivatives. Preliminary results suggest that the tutorial was effective in addressing several student difficulties related to partial derivatives.

Refining Students' Explanations of an Unfamiliar Physical Phenomenon-Microscopic Friction

NASA Astrophysics Data System (ADS)

Corpuz, Edgar De Guzman; Rebello, N. Sanjay

2017-08-01

The first phase of this multiphase study involves modeling of college students' thinking of friction at the microscopic level. Diagnostic interviews were conducted with 11 students with different levels of physics backgrounds. A phenomenographic approach of data analysis was used to generate categories of responses which subsequently were used to generate a model of explanation. Most of the students interviewed consistently used mechanical interactions in explaining microscopic friction. According to these students, friction is due to the interlocking or rubbing of atoms. Our data suggest that students' explanations of microscopic friction are predominantly influenced by their macroscopic experiences. In the second phase of the research, teaching experiment was conducted with 18 college students to investigate how students' explanations of microscopic friction can be refined by a series of model-building activities. Data were analyzed using Redish's two-level transfer framework. Our results show that through sequences of hands-on and minds-on activities, including cognitive dissonance and resolution, it is possible to facilitate the refinement of students' explanations of microscopic friction. The activities seemed to be productive in helping students activate associations that refine their ideas about microscopic friction.

Using interviews and peer pairs to better understand how school environments affect young children's playground physical activity levels: a qualitative study.

PubMed

Parrish, Anne-Maree; Yeatman, Heather; Iverson, Don; Russell, Ken

2012-04-01

School break times provide a daily opportunity for children to be active; however, research indicates this time is underutilized. Reasons for low children's playground activity levels have primarily focused on physical barriers. This research aimed to contribute to physical environmental findings affecting children's playground physical activity levels by identifying additional variables through the interview process. Thirteen public schools were included in the sample (total 2946 children). Physical activity and environmental data were collected over 3 days. Environmental variables were manually assessed at each of the 13 schools. Observational data were used to determine which three schools were the most and least active. The principal, three teachers and 20 students in Grades 4-6 from these six schools (four lower and two average socioeconomic status) were invited to participate in the interview process. Student interviews involved the paired interview technique. The main themes generated from the school interviews included the effect of non-fixed equipment (including balls), playground markings, playground aesthetics, activity preference, clothing, the amount of break time available for play, teacher playground involvement, gender, bullying, school policies, student confidence in break-time activity and fundamental movement skills. The effect of bullying on playground physical activity levels was concerning.

Body motion and physics: How elementary school students use gesture and action to make sense of the physical world

NASA Astrophysics Data System (ADS)

Noble, Tracy

This study is an exploration of the role of physical activity in making sense of the physical world. Recent work on embodied cognition has helped to break down the barrier between the body and cognition, providing the inspiration for this work. In this study, I asked ten elementary-school students to explain to me how a toy parachute works. The methods used were adapted from those used to study the role of the body in cognition in science education, child development, and psychology. This study focused on the processes of learning rather than on measuring learning outcomes. Multiple levels of analysis were pursued in a mixed-method research design. The first level was individual analyses of two students' utterances and body motions. These analyses provided initial hypotheses about the interaction of speech and body motion in students' developing understandings. The second level was group analyses of all ten students' data, in search of patterns and relationships between body motion and speech production across all the student-participants. Finally, a third level of analysis was used to explore all cases in which students produced analogies while they discussed how the parachute works. The multiple levels of analysis used in this study allowed for raising and answering some questions, and allowed for the characterization of both individual differences and group commonalities. The findings of this study show that there are several significant patterns of interaction between body motion and speech that demonstrate a role for the body in cognition. The use of sensory feedback from physical interactions with objects to create new explanations, and the use of interactions with objects to create blended spaces to support the construction of analogies are two of these patterns. Future work is needed to determine the generalizability of these patterns to other individuals and other learning contexts. However, the existence of these patterns lends concrete support to the ideas of embodied cognition and demonstrates how students can use their own embodied experience to understand the world.

Students' description of factors contributing to a meaningful clinical experience in entry-level physical therapist professional education.

PubMed

Rindflesch, Aaron; Hoversten, Kelsey; Patterson, Britta; Thomas, Laura; Dunfee, Heidi

2013-01-01

The objective of this study was to identify student, clinical instructor (CI), and environmental characteristics and behaviors that make for positive clinical experiences as perceived by physical therapy students. Nine third-year physical therapist students from entry-level physial therapist education programs around the United States participated in this study. In this phenomenologic study, participants were interviewed using open-ended questions designed to facilitate rich description. Interviews were recorded, transcribed, validated, and analyzed. Themes were identified through collaborative analysis using constant comparative coding. Students described student, CI, and environmental factors and behaviors that contribute to a quality clinical experience, including: the students' demonstration of initiative to prepare for the clinical experience and preparation after clinic hours; the importance of the CI's insight, allowing CIs to ascertain how much guidance to give in order to foster independence in the student; and the clinical environment's ability to welcome a student and provide the student with novel learning experiences. The student descriptions, including positive and negative examples shared by the interviewees, demonstrate essential characteristics that contribute to a positive clinical experience. Many of the factors identified by students can be influenced by student and CI training and preparation prior to the clinical experience.

Welcome to Clipper Camp!

ERIC Educational Resources Information Center

Holler, Edward W.

2008-01-01

Rising middle level students face many new situations when they enter middle school. Stress is not uncommon for new students in any grade, but it is most acute during middle level years when students are dealing with the rapidly changing physical characteristics and emotions associated with early adolescence. The community of adults at a middle…

Comparison of third-year medical and physical therapy students' knowledge of anatomy using the carpal bone test.

PubMed

Valenza, Marie Carmen; Castro-Martín, Eduardo; Valenza, Gerad; Guirao-Piñeiro, Miguel; De-la-Llave-Rincón, Ana Isabel; Fernández-de-las-Peñas, César

2012-02-01

The curricula of all health professionals have an important foundation of human anatomy. A comparison of the anatomy retention between students from different curricula has not been studied. Our aim was to examine the knowledge competency of third-year physical therapy and medical students in carpal bone anatomy. The testing was conducted on the third-year medical and physical therapy students at Universidad de Granada. Students were given 5 minutes to answer the carpal bone test, a test which requires the identification of the carpal bones in an illustration of the bony skeleton of carpal region. Differences in the distribution of the responses between groups were analyzed using the χ(2) test. One hundred thirty-four (n = 134) tests were analyzed (n = 54 [41%] physical therapy students, n = 80 [59%] medical students). Only 39 students correctly identified all of the carpal bones (42.6% physical therapy, 20% medical, P < .001). Physical therapy students correctly identified a greater number (P < .001) of carpal bones (mean ± SD, 5.8 ± 2.2) than medical students (mean ± SD, 3.1 ± 2.9). The capitate was the most frequently identified bone in both physical therapy (96%) and medical (46%) students (P < .001). The hamate bone was the least frequently identified bone by medical students (n = 29, or 36.3%), whereas the trapezoid bone was the least frequently identified bone by physical therapy students (n = 35, or 64.8%). There are few studies investigating anatomical knowledge levels between disciplines. This study found that physical therapy students exhibited better retention of anatomy of the carpal bones than medical students. Copyright © 2012 National University of Health Sciences. Published by Mosby, Inc. All rights reserved.

Psychosocial and Environmental Determinants of Eating Behaviors, Physical Activity, and Weight Change among College Students: A Qualitative Analysis

ERIC Educational Resources Information Center

LaCaille, Lara J.; Dauner, Kim Nichols; Krambeer, Rachel J.; Pedersen, Jon

2011-01-01

Objective: The goal of this study was to identify factors that college students perceived as contributing to healthy and unhealthy eating patterns, physical activity (PA) levels, and weight change. Participants: Forty-nine 18- to 22-year-old students at a midwestern university participated. Methods: Six focus groups (3 with each gender) were…

The Integration of Mathematics in Physics Problem Solving: A Case Study of Greek Upper Secondary School Students

ERIC Educational Resources Information Center

Meli, Kalliopi; Zacharos, Konstantinos; Koliopoulos, Dimitrios

2016-01-01

This article presents a case study that examines the level of integration of mathematical knowledge in physics problem solving among first grade students of upper secondary school. We explore the ways in which two specific students utilize their knowledge and we attempt to identify the epistemological framings they refer to while solving a physics…

Why Rural Community Day Secondary Schools Students' Performance in Physical Science Examinations Is Poor in Lilongwe Rural West Education District in Malawi

ERIC Educational Resources Information Center

Mlangeni, Angstone Noel J. Thembachako; Chiotha, Sosten Staphael

2015-01-01

A study was conducted to investigate factors that affect students' poor performance in physical science examinations at Malawi School Certificate of Education and Junior Certificate of Education levels in Community day secondary schools (CDSS) in Lilongwe Rural West Education District in Malawi. Students' performance was collected from schools'…

Are Environmental Influences on Physical Activity Distinct for Urban, Suburban, and Rural Schools? A Multilevel Study among Secondary School Students in Ontario, Canada

ERIC Educational Resources Information Center

Hobin, Erin P.; Leatherdale, Scott; Manske, Steve; Dubin, Joel A.; Elliott, Susan; Veugelers, Paul

2013-01-01

Background: This study examined differences in students' time spent in physical activity (PA) across secondary schools in rural, suburban, and urban environments and identified the environment-level factors associated with these between school differences in students' PA. Methods: Multilevel linear regression analyses were used to examine the…

Asking the Next Generation: The Implementation of Pre-University Students' Ideas about Physics Laboratory Preparation Exercises

ERIC Educational Resources Information Center

Dunnett, K.; Bartlett, P. A.

2018-01-01

It was planned to introduce online pre-laboratory session activities to a first-year undergraduate physics laboratory course to encourage a minimum level of student preparation for experiments outside the laboratory environment. A group of 16 and 17 year old laboratory work-experience students were tasked to define and design a pre-laboratory…

The language of the arrows

NASA Astrophysics Data System (ADS)

2015-10-01

I think and hope that most experienced physics and astronomy teachers would agree that teaching is both a science and a creative art. There is a way to creatively introduce vectors into introductory astronomy that lets students learn some basic, but fundamental, physics and at the same time demonstrates that mathematics need not be a barrier in a science course. The approach is entirely graphical in that it is based on the geometric properties of vectors and is implemented by drawing diagrams. Despite the simplicity, it allows astronomy students to experience genuine physics reasoning at about the same level of a conceptual physics course (and possibly a higher level).

Factors that Influence Students in Choosing Physics Programmes at University Level: the Case of Greece

NASA Astrophysics Data System (ADS)

Meli, Kalliopi; Lavidas, Konstantinos; Koliopoulos, Dimitrios

2018-04-01

Low enrolment in undergraduate level physics programmes has drawn the attention of the relevant disciplines, education policy-makers, and researchers worldwide. Many reports released during the previous decades attempt to identify the factors that attract young people to study science, but only few of them focus explicitly on physics. In Greece, in contrast to many other countries, physics departments are overflowing with young students. However, there are two categories of students: those for whom physics was the optimal choice of a programme ("choosers") and those for whom physics was an alternative choice that they had to settle for. We suggest that the latter category be called "nearly-choosers," in order to be differentiated from choosers as well as from "non-choosers," namely those candidates that did not apply to a physics programme at all. We are interested in the factors that attract high school students to study physics and the differences (if any) between choosers and nearly-choosers. A newly formed questionnaire was distributed within a Greek physics department (University of Patras), and the students' responses (n = 105) were analysed with exploratory factor analysis and specifically principal component analysis so as to extract broad factors. Three broad factors have arisen: school-based, career, and informal learning. The first two factors proved to be motivating for pursuing a degree in physics, while the third factor appeared to have a rather indifferent association. t tests and Pearson correlations indicated mild differentiations between choosers and nearly-choosers that pertain to school-based influences and informal learning.

What Factors Determine the Uptake of A-level Physics?

NASA Astrophysics Data System (ADS)

Gill, Tim; Bell, John F.

2013-03-01

There has been much concern recently in the UK about the decline in the number of students studying physics beyond age 16. To investigate why this might be we used data from a national database of student qualifications and a multilevel modelling technique to investigate which factors had the greatest impact on the uptake of physics at Advanced Level (A-level) in a particular year. Each factor of interest was entered into a separate model, while accounting for prior attainment and gender (both well-known predictors of A-level uptake). We found that factors associated with greater probability of uptake included better attainment in physics (or combined science) and maths qualifications at age 16 in comparison to other subjects, and (for girls only) attending an independent or grammar school. While it is difficult to address these factors directly, the results imply that more needs to be done to improve relative performance at General Certificate of Secondary Education, perhaps by increasing the supply of specialist physics teachers at this level and to overcome the perception (especially among girls) that physics is a particularly difficult subject.

Brief 77 Health Physics Enrollments and Degrees Survey, 2015 Data

DOE Office of Scientific and Technical Information (OSTI.GOV)

None, None

The 2015 Health Physics Enrollments and Degrees Survey reports degrees granted between September 1, 2014 and August 31, 2015. Enrollment information refers to the fall term 2015. Twenty-two academic programs were included in the survey universe, with all 22 programs providing data. The enrollments and degrees information comprises students majoring in health physics or in an option program equivalent to a major. The report includes enrollment information on undergraduate students and graduate students and information by degree level for post-graduation plans.

Evaluation in a competency-based educational system.

PubMed

May, B J

1977-01-01

Competency-based curricula have been implemented at the Medical College of Georgia to prepare students to meet entry level competencies as physical therapists and physical therapist assistants. Criteria-referenced evaluations are used to determine if students have achieved the desired competencies. Performance is measured against the criteria and not other students. The process of developing the system currently in use at the Medical College of Georgia is delineated in some detail and some of the advantages of the system for physical therapy education are discussed.

Grade Perceptions of Students in Chemistry Coursework at All Levels

ERIC Educational Resources Information Center

Webb, Jeffrey A.; Karatjas, Andrew G.

2018-01-01

Various reasons are attributed to poor student performance in physical science courses such as lack of motivation, lack of ability, and/or the overall difficulty of these courses. One overlooked reason is a lack of self-awareness as to preparation level. Through a study over a two-year period, students at all levels (freshman through M.S.) of a…

The Association between Overweight and School Policies on Physical Activity: A Multilevel Analysis among Elementary School Youth in the PLAY-On Study

ERIC Educational Resources Information Center

Leatherdale, Scott T.

2010-01-01

The objective is to examine school-level program and policy characteristics and student-level behavioural characteristics associated with being overweight. Multilevel logistic regression analysis were used to examine the school- and student-level characteristics associated with the odds of a student being overweight among 1264 Grade 5-8 students…

Medical physics: the perfect intermediate level physics class

NASA Astrophysics Data System (ADS)

Christensen, Nelson

2001-07-01

Medical physics is currently a rapidly growing field of physics. Numerous academic, clinical and industrial opportunities are open to physicists in the medical world. I report on an intermediate level physics course on medical physics taught at Carleton College. The topics covered in this course cover all areas of physics, but with examples drawn from medical applications. In addition to physics majors, this course appeals to biology, chemistry and pre-medical students who have a keen interest in physics.

The Impact of Internet Virtual Physics Laboratory Instruction on the Achievement in Physics, Science Process Skills and Computer Attitudes of 10th-Grade Students

NASA Astrophysics Data System (ADS)

Yang, Kun-Yuan; Heh, Jia-Sheng

2007-10-01

The purpose of this study was to investigate and compare the impact of Internet Virtual Physics Laboratory (IVPL) instruction with traditional laboratory instruction in physics academic achievement, performance of science process skills, and computer attitudes of tenth grade students. One-hundred and fifty students from four classes at one private senior high school in Taoyuan Country, Taiwan, R.O.C. were sampled. All four classes contained 75 students who were equally divided into an experimental group and a control group. The pre-test results indicated that the students' entry-level physics academic achievement, science process skills, and computer attitudes were equal for both groups. On the post-test, the experimental group achieved significantly higher mean scores in physics academic achievement and science process skills. There was no significant difference in computer attitudes between the groups. We concluded that the IVPL had potential to help tenth graders improve their physics academic achievement and science process skills.

Learning From Where Students Look While Observing Simulated Physical Phenomena

NASA Astrophysics Data System (ADS)

Demaree, Dedra

2005-04-01

The Physics Education Research (PER) Group at the Ohio State University (OSU) has developed Virtual Reality (VR) programs for teaching introductory physics concepts. Winter 2005, the PER group worked with OSU's cognitive science eye-tracking lab to probe what features students look at while using our VR programs. We see distinct differences in the features students fixate on depending upon whether or not they have formally studied the related physics. Students who first make predictions seem to fixate more on the relevant features of the simulation than those who do not, regardless of their level of education. It is known that students sometimes perform an experiment and report results consistent with their misconceptions but inconsistent with the experimental outcome. We see direct evidence of one student holding onto misconceptions despite fixating frequently on the information needed to understand the correct answer. Future studies using these technologies may prove valuable for tackling difficult questions regarding student learning.

Modeling Instruction in AP Physics C: Mechanics and Electricity and Magnetism

NASA Astrophysics Data System (ADS)

Belcher, Nathan Tillman

This action research study used data from multiple assessments in Mechanics and Electricity and Magnetism to determine the viability of Modeling Instruction as a pedagogy for students in AP Physics C: Mechanics and Electricity and Magnetism. Modeling Instruction is a guided-inquiry approach to teaching science in which students progress through the Modeling Cycle to develop a fully-constructed model for a scientific concept. AP Physics C: Mechanics and Electricity and Magnetism are calculus-based physics courses, approximately equivalent to first-year calculus-based physics courses at the collegiate level. Using a one-group pretest-posttest design, students were assessed in Mechanics using the Force Concept Inventory, Mechanics Baseline Test, and 2015 AP Physics C: Mechanics Practice Exam. With the same design, students were assessed in Electricity and Magnetism on the Brief Electricity and Magnetism Assessment, Electricity and Magnetism Conceptual Assessment, and 2015 AP Physics C: Electricity and Magnetism Practice Exam. In a one-shot case study design, student scores were collected from the 2017 AP Physics C: Mechanics and Electricity and Magnetism Exams. Students performed moderately well on the assessments in Mechanics and Electricity and Magnetism, demonstrating that Modeling Instruction is a viable pedagogy in AP Physics C: Electricity and Magnetism.

Experience, gender, and performance: Connecting high school physics experience and gender differences to introductory college physics performance

NASA Astrophysics Data System (ADS)

Tai, Robert H.

Current science educational practice is coming under heavy criticism based on the dismaying results of the Third International Mathematics and Science Study of 1998, the latest in a series of large scale surveys; and from research showing the appallingly low representation of females in science-related fields. These critical evaluations serve to draw attention to science literacy in general and lack of persistence among females in particular, two issues that relate closely to the "preparation for future study" goal held by many high school science teachers. In other words, these teachers often seek to promote future success and to prevent future failure in their students' academic careers. This thesis studies the connection between the teaching practices recommended by reformers and researchers for high school teachers, and their students' subsequent college physics performance. The teaching practices studied were: laboratory experiences, class discussion experiences, content coverage, and reliance on textbooks. This study analyzed a survey of 1500 students from 16 different lecture-format college physics courses at 14 different universities. Using hierarchical linear modeling, this study accounted for course-level variables (Calculus-based/Non-calculus course type, professor's gender, and university selectivity). This study controlled for the student's parents education, high school science/mathematics achievement, high school calculus background, and racial background. In addition, the interactions between gender and both pedagogical/curricular and course-level variables were analyzed. The results indicated that teaching fewer topics in greater depth in high school physics appeared to be helpful to college physics students. An interaction between college course type and content coverage showed that students in Calculus-based physics reaped even greater benefits from a depth-oriented curriculum. Also students with fewer labs per month in high school physics appeared to perform better in college physics than did students with many more labs per month. The only significant interaction was between gender and Calculus-based/Non-calculus college course type. Females appeared to do better on average than their males counterparts in Non-calculus physics, but this trend is clearly reversed for Calculus-based physics. This is a disturbing result for educators who have worked to promote persistence among women in engineering and science research. Recommendations are included for high school physics teachers, students and their parents, and college physics instructors.

Race to improve student understanding of uncertainty: Using LEGO race cars in the physics lab

NASA Astrophysics Data System (ADS)

Parappilly, Maria; Hassam, Christopher; Woodman, Richard J.

2018-01-01

Laboratories using LEGO race cars were developed for students in an introductory physics topic with a high early drop-out rate. In a 2014 pilot study, the labs were offered to improve students' confidence with experiments and laboratory skills, especially uncertainty propagation. This intervention was extended into the intro level physics topic the next year, for comparison and evaluation. Considering the pilot study, we subsequently adapted the delivery of the LEGO labs for a large Engineering Mechanics cohort. A qualitative survey of the students was taken to gain insight into their perception of the incorporation of LEGO race cars into physics labs. For Engineering, the findings show that LEGO physics was instrumental in teaching students the measurement and uncertainty, improving their lab reporting skills, and was a key factor in reducing the early attrition rate. This paper briefly recalls the results of the pilot study, and how variations in the delivery yielded better learning outcomes. A novel method is proposed for how LEGO race cars in a physics lab can help students increase their understanding of uncertainty and motivate them towards physics practicals.

Evaluation of Some Physical Fitness Characteristics in 11-13 Years Old

ERIC Educational Resources Information Center

Popovici, Ileana Monica; Popescu, Lucian; Radu, Liliana-Elisabeta

2017-01-01

Many studies indicate that a physical fitness characteristic is an important marker for healthy body and healthy mind. The major purpose of this study is to explore the levels of physical fitness of the students between 11 and 13 years of age. The participants of this study are 251 volunteer students including 95 boys and 156 girls between the…

Gender inclusive physics education—a distance case

NASA Astrophysics Data System (ADS)

Gustafsson, Peter

2005-09-01

In earlier studies, it has been demonstrated that cooperative work has a positive influence on physics distance learning at university entrance level. In this paper, it is shown clearly that this teaching method in physics is advantageous for both genders. In fact, the collaboration seems to help male students more than female students to manage the course and to complete it. No difference was seen between the genders either in performance, measured in throughput (productivity) for the course, or in intrinsic motivation. Without cooperative work, the productivity for male students is far lower than for female students.

Lifestyle of students from different universities in Wroclaw, Poland.

PubMed

Jakubiec, Dorota; Kornafel, Danuta; Cygan, Agata; Górska-Kłęk, Lucyna; Chromik, Krystyna

2015-01-01

Changes in the economic and political system that took place in Poland in recent decades had a significant impact on lifestyles of different social groups, especially in youngsters as vulnerable and open to all novelty and changes. The aim of this study was to evaluate the healthy or non-healthy behaviours including physical activity, diet, time devoted for sleeping, leisure, stress and the use of drugs by students of four universities in Wroclaw. The study involved 604 students (305 women and 299 men) from four universities in Wroclaw: University of Wroclaw - 25.0%, Wroclaw University of Technology - 24.5%, University School of Physical Education (AWF) - 25.2% and Wroclaw Medical University - 25.3%. A questionnaire developed for this study was used. The questions were both open and closed, one or multiple answers could be matched. The questions related to: physical activity, nutrition, time devoted for sleeping, leisure, stress and stimulants. On the basis of the results it was found that students mostly reported an average level of physical activity. The highest level of physical activity was presented by students of the University School of Physical Education and the lowest by students of the University of Wroclaw. Just one in ten students consumed meals on a regular basis, including one in five studying in the AWF. Almost half of the respondents (48.7%) spent 5-7 hours sleeping. Every tenth student slept less than five hours. Most respondents preferred passive forms of recreation, only one in three practiced sports in their spare time (usually students of the AWF). Every fourth student declared smoking, and more than 90% consumed alcohol. Lifestyle of majority of the students surveyed did not follow the recommendations of preventive care. The need for more efficient education of students is obvious, which will lead to the future positive changes in their lifestyle, reducing the risk of lifestyle diseases.

Associations between Adolescents' Situational Motivation and Objectively-Determined Physical Activity Levels in Physical Education

ERIC Educational Resources Information Center

Ning, Weihong; Pope, Zachary; Gao, Zan

2015-01-01

Purpose: This study aimed to examine the predictive strength of adolescents' situational motivation to their physical activity levels in physical education. Method: A total of 259 middle school students ranging from 11 to 14 years old participated in the study. Participants completed the Situational Motivation Scale in one class. Their PA levels…

MAUVE: A New Strategy for Solving and Grading Physics Problems

NASA Astrophysics Data System (ADS)

Hill, Nicole Breanne

2016-05-01

MAUVE (magnitude, answer, units, variables, and equations) is a framework and rubric to help students and teachers through the process of clearly solving and assessing solutions to introductory physics problems. Success in introductory physics often derives from an understanding of units, a command over dimensional analysis, and good bookkeeping. I developed MAUVE for an introductory-level environmental physics course as an easy-to-remember checklist to help students construct organized and thoughtful solutions to physics problems. Environmental physics is a core physics course for environmental and sustainability science (ESS) majors that teaches principles of radiation, thermodynamics, and mechanics within the context of the environment and sustainable energy systems. ESS student concentrations include environmental biology, applied ecology, biogeochemistry, and natural resources. The MAUVE rubric, inspired by nature, has encouraged my students to produce legible and tactical work, and has significantly clarified the grading process.

Outcomes for Students Receiving School-Based Physical Therapy as Measured by the School Function Assessment.

PubMed

Effgen, Susan K; McCoy, Sarah Westcott; Chiarello, Lisa A; Jeffries, Lynn M; Starnes, Catherine; Bush, Heather M

2016-01-01

To describe School Function Assessment (SFA) outcomes after 6 months of school-based physical therapy and the effects of age and gross motor function on outcomes. Within 28 states, 109 physical therapists and 296 of their students with disabilities, ages 5 to 12 years, participated. After training, therapists completed 10 SFA scales on students near the beginning and end of the school year. Criterion scores for many students remained stable (46%-59%) or improved (37%-51%) with the most students improving in Participation and Maintaining/Changing Positions. Students aged 5 to 7 years showed greater change than 8- to 12-year-olds on 5 scales. Students with higher gross motor function (Gross Motor Function Classification System levels I vs IV/V and II/III vs IV/V) showed greater change on 9 scales. Positive SFA change was recorded in students receiving school-based physical therapy; however, the SFA is less sensitive for older students and those with lower functional movement.

Teen Dating Violence Victimization Among High School Students: A Multilevel Analysis of School-Level Risk Factors.

PubMed

Parker, Elizabeth M; Johnson, Sarah Lindstrom; Debnam, Katrina J; Milam, Adam J; Bradshaw, Catherine P

2017-09-01

Much etiologic research has focused on individual-level risk factors for teen dating violence (TDV); therefore, less is known about school-level and neighborhood-level risk factors. We examined the association between alcohol outlet density around high schools and TDV victimization and the association between markers of physical disorder around schools and TDV victimization among adolescents. Data come from high school students participating in the Maryland Safe and Supportive Schools Initiative. Alcohol outlet density was calculated using walking distance buffers around schools. An observational tool was used to assess indicators of physical disorder on school property (eg, alcohol and drug paraphernalia). Hierarchical linear modeling was used to identify student- and school-level predictors associated with TDV victimization. Overall, 11% of students reported experiencing physical TDV and 11% reported experiencing psychological TDV over the past year. Recent alcohol use was a risk factor for TDV victimization for both sexes, whereas feeling safe at school was protective against TDV victimization for both sexes. Greater alcohol outlet density was associated with decreased TDV victimization for males, however, it was nonsignificant for females. Physical disorder around schools was not associated with TDV victimization for either sex. Although the school-level predictors were not associated with TDV victimization, alcohol use and perceptions of safety at school were significantly associated with TDV victimization. Prevention efforts to address alcohol use may affect TDV victimization. © 2017, American School Health Association.

Impact of the "Planning to be Active" leisure time physical exercise program on rural high school students.

PubMed

Hortz, Brian; Petosa, Rick

2006-10-01

The purpose of the study was to evaluate the effects of a Social Cognitive Theory-based intervention designed to increase the frequency of leisure time planned moderate and vigorous physical exercise among rural high school students attending physical education class. Students in treatment and comparison groups were exposed to an activity-based physical education curricula. The treatment group received eight behavioral skill-building lessons integrated into the existing curriculum. The Social Cognitive Theory-based educational treatment increased levels of moderate physical exercise occurring outside the classroom. This study demonstrated an impact on adolescent leisure time moderate physical exercise using classroom instruction. The intervention was most effective with students who were previously sedentary. The curricular approaches used to promote regular moderate exercise may be useful for sedentary adolescents.

The study of the Cognitive Development of Science Students in Introductory Level Courses.

ERIC Educational Resources Information Center

Griffiths, David H.

Investigated was the assumption that college students are fully capable, by the time they enter college, of operating at the level of formal thought. The subjects selected for this study were students in chemistry and physics courses at a state university and an inner-city community college. Each student was tested with a Piegetian task to…

Probing the Natural World, Level III, Student Guide: What's Up? Intermediate Science Curriculum Study.

ERIC Educational Resources Information Center

Bonar, John R., Ed.; Hathway, James A., Ed.

This is the student's text of one unit of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). The chapters contain basic information about rockets, space, and principles of physics, as well as activities related to the subject and optional excursions. A section of introductory notes to the student discusses how the…

Developing and assessing research-based tools for teaching quantum mechanics and thermodynamics

NASA Astrophysics Data System (ADS)

Brown, Benjamin R.

Research-based tools to educate college students in physics courses from introductory level to graduate level are essential for helping students with a diverse set of goals and backgrounds learn physics. This thesis explores issues related to student common difficulties with some topics in undergraduate quantum mechanics and thermodynamics courses. Student difficulties in learning quantum mechanics and thermodynamics are investigated by administering written tests and surveys to many classes and conducting individual interviews with a subset of students outside the class to unpack the cognitive mechanisms of the difficulties. The quantum mechanics research also focuses on using the research on student difficulties for the development and evaluation of a Quantum Interactive Learning Tutorial (QuILT) to help students learn about the time-dependence of expectation values using the context of Larmor precession of spin and evaluating the role of asking students to self-diagnose their mistakes on midterm examination on their performance on subsequent problem solving. The QuILT on Larmor precession of spin has both paper-pencil activities and a simulation component to help students learn these foundational issues in quantum mechanics. Preliminary evaluations suggest that the QuILT, which strives to help students build a robust knowledge structure of time-dependence of expectation values in quantum mechanics using a guided approach, is successful in helping students learn these topics in the junior-senior level quantum mechanics courses. The technique to help upper-level students in quantum mechanics courses effectively engage in the process of learning from their mistakes is also found to be effective. In particular, research shows that the self-diagnosis activity in upper-level quantum mechanics significantly helps students who are struggling and this activity can reduce the gap between the high and low achieving students on subsequent problem solving. Finally, a survey of Thermodynamic Processes and the First and Second Laws (STPFaSL) is developed and validated with the purpose of evaluating the effectiveness of these topics in a thermodynamics curriculum. The validity and reliability of this survey are discussed and the student difficulties with these topics among various groups from introductory students to physics graduate students are cataloged.

Physical activity during school in urban minority kindergarten and first-grade students.

PubMed

Reznik, Marina; Wylie-Rosett, Judith; Kim, Mimi; Ozuah, Philip O

2013-01-01

To determine if physical activity (PA) during the school day varied by school, grade level, gender, weight status, and physical education (PE) and recess participation among urban kindergarten and first-grade students. Cross-sectional study at 4 Bronx, NY, schools. Student PA was measured by a Yamax Digi-Walker pedometer, an objective and validated measure of PA in children. Each student wore a sealed pedometer during school for 5 consecutive days. Hierarchical models were fit to identify variables predictive of PA. A total of 916 had valid pedometer data (53% male, 70% Hispanic, mean age 5.98 years [SD 0.66], 45% overweight). PA varied by school (P < .0001). First-grade students took a significantly greater mean number of steps during school than kindergarten students. Overall, students took an average of 2479.7 (SD 961.8) steps/school day. PA did not differ by BMI status. Students took on average 724 more steps on PE days than on non-PE days and 490 more steps on days with outdoor recess than nonrecess days (P < .05 for both). Fewer than 1% of all students achieved lower cut points for previously published mean range of steps/school day for boys and girls. Multivariable analysis revealed higher grade level, participation in PE class, and outdoor recess as independent predictors of PA. PA levels were low in kindergarten and first-grade students. Future interventions incorporating classroom-based PA and outdoor recess may increase PA in resource-poor urban schools with limited PE facilities.

Factors Influencing Singapore Students' Choice of Physics as a Tertiary Field of Study: A Rasch analysis

NASA Astrophysics Data System (ADS)

Oon, Pey-Tee; Subramaniam, R.

2013-01-01

Asian students often perform well in international science and mathematics assessments. Their attitude toward technical subjects, such as physics, remains curious for many. The present study examines Singapore school students' views on various aspects of physics according to whether they intend to choose physics as an advanced field of study. A sample of 1076 physics students, from 16 secondary schools and junior colleges, participated in this study. The students were categorized as physics choosers or non-choosers according to their indicated intention, as sought in the survey, to study or not to study physics as a major subject at university after their leaving level examinations. Rasch-anchored analysis was employed to interpret the results; the use of Rasch analysis has helped to overcome significantly the psychometric limitations inherent in the treatment of Likert scale type of data using traditional analysis. As expected, the image of physics as a difficult subject surfaced in the samples used in our study. The students recognized unequivocally the utilitarian value of physics: physics is said to enhance career options and is necessary for technological progress to occur in a country. They also showed high interest in school physics-this is so even for students who are not keen to study physics in the future, a finding which is at variance with other studies reported from Western countries. School physics is seen to be relevant, and physics teachers are viewed as being able to foster students' interest in physics. Laboratory work, enrichment activities, and physics textbooks were reported to be important in order to encourage students to like physics. Though the physics choosers showed greater intention in physics, they were generally not inclined to pursue physics-related careers after graduation. Parents and peers at school, on the other hand, are perceived to display unenthusiastic attitudes toward physics. Possible reasons for these are discussed along with the implications of the study.

Physical Fitness: The Pathway to Healthful Living. Third Edition.

ERIC Educational Resources Information Center

Hockey, Robert V.

This text is designed for university-level foundations of physical education courses that incorporate student participation in alternate lecture and laboratory sessions. The material is presented so that each individual might evaluate his present level of physical fitness, might carefully consider all the information available, and then make an…

The relationships between spatial ability, logical thinking, mathematics performance and kinematics graph interpretation skills of 12th grade physics students

NASA Astrophysics Data System (ADS)

Bektasli, Behzat

Graphs have a broad use in science classrooms, especially in physics. In physics, kinematics is probably the topic for which graphs are most widely used. The participants in this study were from two different grade-12 physics classrooms, advanced placement and calculus-based physics. The main purpose of this study was to search for the relationships between student spatial ability, logical thinking, mathematical achievement, and kinematics graphs interpretation skills. The Purdue Spatial Visualization Test, the Middle Grades Integrated Process Skills Test (MIPT), and the Test of Understanding Graphs in Kinematics (TUG-K) were used for quantitative data collection. Classroom observations were made to acquire ideas about classroom environment and instructional techniques. Factor analysis, simple linear correlation, multiple linear regression, and descriptive statistics were used to analyze the quantitative data. Each instrument has two principal components. The selection and calculation of the slope and of the area were the two principal components of TUG-K. MIPT was composed of a component based upon processing text and a second component based upon processing symbolic information. The Purdue Spatial Visualization Test was composed of a component based upon one-step processing and a second component based upon two-step processing of information. Student ability to determine the slope in a kinematics graph was significantly correlated with spatial ability, logical thinking, and mathematics aptitude and achievement. However, student ability to determine the area in a kinematics graph was only significantly correlated with student pre-calculus semester 2 grades. Male students performed significantly better than female students on the slope items of TUG-K. Also, male students performed significantly better than female students on the PSAT mathematics assessment and spatial ability. This study found that students have different levels of spatial ability, logical thinking, and mathematics aptitude and achievement levels. These different levels were related to student learning of kinematics and they need to be considered when kinematics is being taught. It might be easier for students to understand the kinematics graphs if curriculum developers include more activities related to spatial ability and logical thinking.

Medicine and Physiotherapy students: are they physically active? Comparative research on Spanish and German population.

PubMed

Zeńczak-Praga, Krystyna; Pluto-Prondzinska, Joanna; Zgorzalewicz-Stachowiak, Małgorzata

2017-05-23

Despite the fact that regular physical activity is beneficial to human life, there are still more and more overweight and obese people throughout the world today. Healthy habits taken from home or socioeconomic situation are factors which might influence on regular physical activity. People who lead a healthy lifestyle in childhood are also active during adulthood. On the other hand academic life might promote less healthy lifestyle. The aim of the study was to assess and compare the level of physical activity of both German and Spanish students of Medicine and Physiotherapy. The study involved 100 Spanish and 100 German students aged from 19 to 24 years. Based on Eurobarometer 72.3, the respondents were asked a set of questions regarding physical activity. The chi-squared test (χ2) and Mann-Whitney U test were used for the statistical analysis. The vast majority of students presented a normal BMI value, but it was not related to high physical activity. More than one-third of all students seldom practised any sports. The Spanish students usually did some form of physical activity outdoors, whereas the German students exercised in a fitness centre. Lack of time was to the Medicine and Physiotherapy students the most significant factor that did not allow them to be more physically active. Medicine and Physiotherapy students should be more physically active in order to promote a good, healthy lifestyle model to society and there should be more physical activity education to encourage more students to practise sports.

Variables Affecting Physics Achievement

ERIC Educational Resources Information Center

Lawrenz, Frances; Wood, Nathan B.; Kirchhoff, Allison; Kim, Nam Keol; Eisenkraft, Arthur

2009-01-01

Much research has focused on student views about physics concepts, with an emphasis on the identification of alternative conceptions, and how curricula and professional development may ameliorate the situation. However, there has been little work on determining the extent of, and in separating, the student and teacher/classroom level variables…

Critical Thinking and Disposition Toward Critical Thinking Among Physical Therapy Students.

PubMed

Domenech, Manuel A; Watkins, Phillip

2015-01-01

Students who enter a physical therapist (PT) entry-level program with weak critical thinking skills may not be prepared to benefit from the educational training program or successfully engage in the future as a competent healthcare provider. Therefore, assessing PT students' entry-level critical thinking skills and/or disposition toward critical thinking may be beneficial to identifying students with poor, fair, or good critical thinking ability as one of the criteria used in the admissions process into a professional program. First-year students (n=71) from the Doctor of Physical Therapy (DPT) program at Texas Tech University Health Sciences Center completed the California Critical Thinking Skills Test (CCTST), the California Critical Thinking Dispositions Inventory (CCTDI), and demographic survey during orientation to the DPT program. Three students were lost from the CCTST (n=68), and none lost from the CCTDI (n=71). Analysis indicated that the majority of students had a positive disposition toward critical thinking, yet the overall CCTST suggested that these students were somewhat below the national average. Also, individuals taking math and science prerequisites at the community-college level tended to have lower overall CCTST scores. The entering DPT class demonstrated moderate or middle range scores in critical thinking and disposition toward critical thinking. This result does not indicate, but might suggest, the potential for learning challenges. Assessing critical thinking skills as part of the admissions process may prove advantageous.

Teacher Directed Behavior Toward Individual Students.

ERIC Educational Resources Information Center

Oien, Fred M.

A study of five teachers and 316 junior high school physical education students reveals an unequal distribution of positive reinforcement teacher behavior among individual students. Factors influencing the amount of rewarding behavior directed to students include elements such as student gender, teacher perception of student skill level, student…

The results of STEM education methods in physics at the 11th grade level: Light and visual equipment lesson

NASA Astrophysics Data System (ADS)

Tungsombatsanti, A.; Ponkham, K.; Somtoa, T.

2018-01-01

This research aimed to: 1) To evaluate the efficiency of the process and the efficiency of the results (E1 / E2) of the innovative instructional lesson plan in the form of the STEM Education method in the field of physics of secondary students at the 10th grade level in physics class to determine the efficiency of the STEM based on criteria of the 70/70 standard level. 2) To study students' critical thinking skills of secondary students at the 11th grade level, and assessing skill in criteria 80 percentage 3) To compare learning achievements between students' pre-post testing after taught in STEM Education 4) To evaluate Student' Satisfaction after using STEM Education teaching by using mean compare to 5 points Likert Scale. The participant used were 40 students from grade 11 at Borabu School, Borabu District, Mahasarakham Province, semester 2, Academic year 2016. Tools used in this study consist of: 1) STEM Education plan about the force and laws of motion for grade 11 students of 1 schemes with total of 15 hours, 2) The test of critical think skills with essay type in amount of 30 items, 3) achievement test on Light and visual equipment with multiple-choice of 4 options of 30 items, 4) satisfaction learning with 5 Rating Scale of 16 items. The statistics used in data analysis were percentage, mean, standard deviation, and t-test (Dependent). The results showed that 1) The results of these findings revealed that the efficiency of the STEM based on criteria indicate that are higher than the standard level of the 70/70 at 71.51/75 2) Student has critical thinking scores that are higher than criteria 80 percentage as amount is 26 people. 3) Statistically significant of students' learning achievements to their later outcomes were differentiated between pretest and posttest at the .05 level, evidently. 4) The student' level of satisfaction toward the learning by using STEM Education plan was at a good level (X ¯ = 4.33, S.D = 0.64).

Dietary habits and physical activity levels in Jordanian adolescents attending private versus public schools.

PubMed

Tayyem, R F; Al-Hazzaa, H M; Abu-Mweis, S S; Bawadi, H A; Hammad, S S; Musaiger, A O

2014-07-08

The present study examined differences in dietary habits and physical activity levels between students attending private and public high schools in Jordan. A total of 386 secondary-school males and 349 females aged 14-18 years were randomly recruited using a multistage, stratified, cluster sampling technique. Dietary habits and physical activity level were self-reported in a validated questionnaire. The prevalence of obesity was significantly higher among adolescents in private (26.0%) than in public schools (16.7%). The frequency of breakfast intake was significantly higher among adolescents in private schools, whereas French fries and sweets intake was significantly higher in public schools. Television viewing showed a significant interaction with school type by sex. A higher rate of inactivity was found among students attending private schools. Despite a slightly better overall dietary profile for students in private schools, they had a higher rate of overweight and obesity compared with those in public schools.

A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course

NASA Astrophysics Data System (ADS)

Faulconer, E. K.; Griffith, J.; Wood, B.; Acharyya, S.; Roberts, D.

2018-05-01

While the equivalence between online and traditional classrooms has been well-researched, very little of this includes college-level introductory Physics. Only one study explored Physics at the whole-class level rather than specific course components such as a single lab or a homework platform. In this work, we compared the failure rate, grade distribution, and withdrawal rates in an introductory undergraduate Physics course across several learning modes including traditional face-to-face instruction, synchronous video instruction, and online classes. Statistically significant differences were found for student failure rates, grade distribution, and withdrawal rates but yielded small effect sizes. Post-hoc pair-wise test was run to determine differences between learning modes. Online students had a significantly lower failure rate than students who took the class via synchronous video classroom. While statistically significant differences were found for grade distributions, the pair-wise comparison yielded no statistically significance differences between learning modes when using the more conservative Bonferroni correction in post-hoc testing. Finally, in this study, student withdrawal rates were lowest for students who took the class in person (in-person classroom and synchronous video classroom) than online. Students that persist in an online introductory Physics class are more likely to achieve an A than in other modes. However, the withdrawal rate is higher from online Physics courses. Further research is warranted to better understand the reasons for higher withdrawal rates in online courses. Finding the root cause to help eliminate differences in student performance across learning modes should remain a high priority for education researchers and the education community as a whole.

Dietary habits and physical activity in students from the Medical University of Silesia in Poland.

PubMed

Likus, Wirginia; Milka, Daniela; Bajor, Grzegorz; Jachacz-Łopata, Małgorzata; Dorzak, Beata

2013-01-01

Some of the major human health problems being confronted in the 21st century are cardiovascular disease, diabetes and obesity. It is recognised that having proper dietary habits (nutritional behaviour) and taking moderate physical exercise seem to be the best methods for reducing the risk of cardiovascular disease. To assess whether the dietary habits and levels of physical activity in first year medical students (freshers) are suitable for preventing cardiovascular disease. Subjects surveyed were Polish freshers studying medicine, physiotherapy, nursing and midwifery at the Medical University of Silesia in Katowice situated in South Western Poland (n = 239, mean age 19.82 +/- 1.2 years). Assessments, by questionnaire, included daily food intake, frequency of consuming foodstuffs with an adequate nutritional value and evaluating adverse dietary habits. Also considered were students' health, types of physical activity undertaken, or if not, then awareness of the consequences so arising. Statistical analysis was performed by the Chi2 test. These showed that 25% of students did not eat breakfast, 45.6% snacked in between main meals and 25% ate just before bedtime. Only 29% ate fruit and vegetables daily and 12% never had fish. Energy drinks were consumed by 39% of students daily and also 40% daily drank sweetened beverages. Furthermore, 40% of all subjects rated themselves as physically active, among which the highest were physiotherapy students at 70%. Regular physical activity was not considered essential to health by 5% subjects and 22% of nursing students believed that a lack of exercise, despite eating a healthy diet, did not affect health. The main reasons cited for not performing physical exercise were a lack of time (60%) and energy (26%). Despite being aware of the importance that a proper diet and adequate levels of physical activity confers on health, the students of medicine and related disciplines, nevertheless, did not implement theory into practice.

Students' Perceptions of Motivational Climate and Enjoyment in Finnish Physical Education: A Latent Profile Analysis.

PubMed

Jaakkola, Timo; Wang, C K John; Soini, Markus; Liukkonen, Jarmo

2015-09-01

The purpose of this study was to identify student clusters with homogenous profiles in perceptions of task- and ego-involving, autonomy, and social relatedness supporting motivational climate in school physical education. Additionally, we investigated whether different motivational climate groups differed in their enjoyment in PE. Participants of the study were 2 594 girls and 1 803 boys, aged 14-15 years. Students responded to questionnaires assessing their perception of motivational climate and enjoyment in physical education. Latent profile analyses produced a five-cluster solution labeled 1) 'low autonomy, relatedness, task, and moderate ego climate' group', 2) 'low autonomy, relatedness, and high task and ego climate, 3) 'moderate autonomy, relatedness, task and ego climate' group 4) 'high autonomy, relatedness, task, and moderate ego climate' group, and 5) 'high relatedness and task but moderate autonomy and ego climate' group. Analyses of variance showed that students in clusters 4 and 5 perceived the highest level of enjoyment whereas students in cluster 1 experienced the lowest level of enjoyment. The results showed that the students' perceptions of various motivational climates created differential levels of enjoyment in PE classes. Key pointsLatent profile analyses produced a five-cluster solution labeled 1) 'low autonomy, relatedness, task, and moderate ego climate' group', 2) 'low autonomy, relatedness, and high task and ego climate, 3) 'moderate autonomy, relatedness, task and ego climate' group 4) 'high autonomy, relatedness, task, and moderate ego climate' group, and 5) 'high relatedness and task but moderate autonomy and ego climate' group.Analyses of variance showed that clusters 4 and 5 perceived the highest level of enjoyment whereas cluster 1 experienced the lowest level of enjoyment. The results showed that the students' perceptions of motivational climate create differential levels of enjoyment in PE classes.

A Methodological Study Evaluating a Pretutorial Computer-Compiled Instructional Program in High School Physics Instruction Initiated from Student-Teacher Selected Instructional Objectives. Final Report.

ERIC Educational Resources Information Center

Leonard, B. Charles; Denton, Jon J.

A study sought to develop and evaluate an instructional model which utilized the computer to produce individually prescribed instructional guides to account for the idiosyncratic variations among students in physics classes at the secondary school level. The students in the treatment groups were oriented toward the practices of selecting…

Field trips and their effect on student achievement in and attitudes toward science: A comparison of a physical versus a virtual field trip to the Indian River Lagoon

NASA Astrophysics Data System (ADS)

Garner, Lesley Cochran

The purpose of this study was to determine the effect of physical and virtual field trips on students' achievement in estuarine ecology and their attitudes toward science. The study also assessed the effect of students' learning styles, the interaction between group membership and learning styles, and the effect of group membership on students' ability to answer questions at different levels of Bloom's (1956) taxonomy. Working with a convenient sample of 67 freshmen and sophomore non-science majors, students were randomly assigned to one of two treatment groups (physical, n = 32 and virtual, n = 35). Prior to treatment, students' learning styles were determined, students were pre-assessed on the two targeted measures, and all students attended four consecutive, in-class, 75-minute lectures on estuarine ecology and the Indian River Lagoon (IRL). Pre-assessed data indicated no significant differences between the groups on the two dependent measures. On the weekend following the lecture series, the physical field trip group engaged in a set of predetermined activities at the IRL for 2 hours in the morning. Later that afternoon, the virtual field trip group participated in a 2-hour virtual trip to the IRL that exactly matched the physical field trip activities. This virtual trip incorporated the CD-ROM The Living Lagoon: An Electronic Field Trip. Following each trip, students were post-assessed using the same pre-assessment instruments. MANCOVA results indicated no significant differences on all research factors (i.e., group membership, learning style, and group-learning style interaction). Data analysis also revealed that there was no significant effect of group membership on students' ability to answer questions at different levels of Bloom's taxonomy. These findings imply that educators can integrate virtual field trips that are structured in the same manner as their corresponding physical field trips without significantly impacting student achievement or attitudes.

A Community of Scientists and Educators: The Compass Project at UC Berkeley

NASA Astrophysics Data System (ADS)

Roth, Nathaniel; Schwab, Josiah

2016-01-01

The Berkeley Compass Project is a self-formed group of graduate and undergraduate students in the physical sciences at the University of California, Berkeley. Its goals are to improve undergraduate physics education, provide opportunities for professional development, and increase retention of students from populations underrepresented in the physical sciences. For undergraduate students, the core Compass experience consists of a summer program and several seminar courses. These programs are designed to foster a diverse, collaborative student community in which students engage in authentic research practices and regular self-reflection. Graduate students, together with upper-level undergraduates, design and run all Compass programs. Compass strives to incorporate best practices from the science education literature. Experiences in Compass leave participants poised to be successful students researchers, teachers, and mentors.

Physical fitness, health behaviour and health among nursing students: A descriptive correlational study.

PubMed

Klainin-Yobas, Piyanee; He, Hong-Gu; Lau, Ying

2015-12-01

Health behaviour is of great importance for nursing students to achieve optimal health. Healthy students tend to complete their study and remain in the nursing workforce. They will also serve as a role model of for patients. However, there is limited research concerning physical fitness and health behaviour (such as sleep problems) in this population. This study aims to examine the relationships among health behaviour, personal variables, physical fitness, perceived physical health and psychological health. A cross-sectional descriptive correlational study was used. A total of 335 nursing students who were enrolled in a university in Thailand. Data were collected by self-administered questionnaires and physical fitness tests. Independent variables were personal variables and health behaviour. Outcome variables included physical fitness, perceived physical health and psychological health. Descriptive statistics and path analyses were used to analyse data. Nursing students had poor to moderate levels of total physical fitness, with cardiovascular fitness and body flexibility components having the lowest scores. Students who exercised regularly tended to have better physical fitness, perceived physical health and psychological health. Those who did not have sleep problems had better psychological health. Some personal variables and health behaviours were associated with health among nursing students. Appropriate interventions are required to promote positive health behaviour in this population. Copyright © 2015 Elsevier Ltd. All rights reserved.

Post-16 update

NASA Astrophysics Data System (ADS)

1999-11-01

(Post-16 Initiative) Engineering Physics? Many A-level physics students do not go on to study physics. For them physics is a support subject, either just for fun or just for the grade. Where physics is a lead subject some students go on to study physics but many more go on to study engineering. So can we deliberately give some aspects of an A-level course an engineering flavour? Electromagnetism would seem a good place to start. There is a clear `physics' route into this topic, a microscopic forces and fields view of the situation. But do our students really need to look at it this way? All electromagnetic machines are linked magnetic and electric circuits. The design idea is to link these circuits as closely as possible. The electric circuits must be as good as possible, with a high conductivity. The magnetic circuits must be as good as possible, with high permeance. Conductivity depends on area/length. So does permeance. The goodness of an electromagnetic machine (how good it is at its job, which is linking electric and magnetic circuits) scales as the square of its linear dimensions. That means small electromagnetic machines are harder to make, and so the very smallest nanomotors are electrostatic. None of this is new, but many teachers are uncomfortable with it. We are thinking like physicists. Many of our students are not. They deserve us to take the trouble every now and again to encourage them to think a bit differently about a topic, to look at practical ways of discussing design and to give their course an engineering flavour. Philip Britton Coursework in A-level Physics The criteria for the new AS and A-levels have provided the teams developing the specifications with an opportunity to think creatively about how internal assessment is used within post-16 physics courses. Teachers may be concerned that allowing 30% of the marks to be internally assessed will create a burden for them. However, it is possible to look at this in a much more positive light. Provided the tasks are well defined and the marking criteria are straightforward to apply, internally assessed work provides an opportunity for real positive achievement; students are able to control the task they set themselves, and have every opportunity to maximize their marks. In the past most syllabuses used the coursework simply to assess experimental and investigative skills, through a series of experiments or a practical investigation. Two of the new specifications have taken the opportunity to broaden the scope of coursework. The Edexcel Salters - Horners Advanced Physics AS course includes a report on a visit. Students must make a visit to an establishment where physics is in action, and then report on how physics is used there. The visit may be to a local garage, supermarket or hospital, but could use any other local resource - or indeed justify that trip to CERN. The location of the visit is limited only by the imagination of teachers and students. In the AS course of OCR Advancing Physics students must make a presentation about a material they have studied. The presentation may be a talk, a poster or even a series of web pages. This gives students the opportunity to demonstrate their key skills in communication alongside collecting some marks towards their AS in Physics. In the A2 year students develop their research skills further by producing a research report on a topic of their choice. Students must show how they can draw together ideas from different aspects of physics in discussing their chosen subject. These two developments lead the way in encouraging teachers and examiners to take physics out of the school laboratory and into the world. Mary Whitehouse

Exergaming: Comparison of On-Game and Off-Game Physical Activity in Elementary Physical Education

ERIC Educational Resources Information Center

Reynolds, Craig; Benham-Deal, Tami; Jenkins, Jayne M.; Wilson, Margaret

2018-01-01

The purpose of this study was to describe fifth grade students' physical activity (PA) while playing a dance-based video game, Just Dance 4, and to examine the influence direct feedback about their performance had on their level of activity. Twenty-seven students in the 5th grade from an elementary school in the Rocky Mountain West participated.…

Application of the K-W-L Teaching and Learning Method to an Introductory Physics Course

ERIC Educational Resources Information Center

Wrinkle, Cheryl Schaefer; Manivannan, Mani K.

2009-01-01

The K-W-L method of teaching is a simple method that actively engages students in their own learning. It has been used with kindergarten and elementary grades to teach other subjects. The authors have successfully used it to teach physics at the college level. In their introductory physics labs, the K-W-L method helped students think about what…

Effects of an integrated geriatric group balance class within an entry-level Doctorate of Physical Therapy program on students' perceptions of geriatrics and geriatric education in the United States.

PubMed

Reneker, Jennifer C; Weems, Kyra; Scaia, Vincent

2016-01-01

This study was aimed at determining the effect of an integrated group balance class for community-dwelling older adults within entry-level physical therapist coursework on student perceptions of geriatric physical therapy and geriatric physical therapy education. Twenty-nine Doctor of Physical Therapy (DPT) students, 21-33 years old, in their second year of coursework in 2012, participated in an integrated clinical experience with exposure to geriatric patients at an outpatient facility at the Louis Stokes Cleveland Department of Veterans Affairs Medical Center in Akron, Ohio, USA. Student perceptions were collected before and after participation in the 8-week balance class. The Wilcoxon sign-ranked test was used to identify differences in perceptions after participation in the group balance class. Cohen's d values were calculated to measure the size of the pre-participation to post-participation effect for each measure. At the conclusion of the group class, the DPT students demonstrated an increase in positive perceptions of geriatric physical therapy in 8 measures, with small effect sizes (d=0.15-0.30). Two perceptions of geriatric physical therapy demonstrated a significant positive increase (P<.05) with moderate effect sizes (d=0.47 and d=0.50). The students' perceptions of geriatric education in the curriculum demonstrated a large positive effect for quality (d=1.68) and enjoyment (d=1.96). Positive changes were found in most of the perceptions of geriatrics and geriatric education after participation, suggesting that integrated clinical experiences with geriatric patients are an effective way to positively influence perceptions of physical therapist practice with older adults.

Are K-12 Learners Motivated in Physical Education? A Meta-Analysis

ERIC Educational Resources Information Center

Chen, Senlin; Chen, Ang; Zhu, Xihe

2012-01-01

Previous studies devoted to K-12 learner motivation in physical education share a general assumption that students may lack motivation. This meta-analytic study examined published original studies (n = 79) to determine students' motivation level and the association between motivation and outcomes. Original means of motivation measures were…

Optimizing Basic French Skills Utilizing Multiple Teaching Techniques.

ERIC Educational Resources Information Center

Skala, Carol

This action research project examined the impact of foreign language teaching techniques on the language acquisition and retention of 19 secondary level French I students, focusing on student perceptions of the effectiveness and ease of four teaching techniques: total physical response, total physical response storytelling, literature approach,…

The Attitudes of Physical Education and Sport Students towards Information and Communication Technologies

ERIC Educational Resources Information Center

Goktas, Zekeriya

2012-01-01

Studies that examine the attitudes toward information and communication technologies (ICT) among physical education and sport students, pre-service teachers and teachers are fairly limited, even though the investments in information and communication technologies at schools and universities have reached an efficient level. This study investigates…

Developing Early Undergraduate Research at a Two-Year College

ERIC Educational Resources Information Center

Sibbernsen, Kendra

2013-01-01

Two-year college (TYC) physics teachers are not often required to provide student research experiences as a part of their contracted duties. However, some TYC physics faculty members are interested in developing research opportunities for their freshman- and sophomore-level students, often called "early undergraduate research" (EUR).…

Video Analysis of Muscle Motion

ERIC Educational Resources Information Center

Foster, Boyd

2004-01-01

In this article, the author discusses how video cameras can help students in physical education and sport science classes successfully learn and present anatomy and kinesiology content at levels. Video analysis of physical activity is an excellent way to expand student knowledge of muscle location and function, planes and axes of motion, and…

[The prevalence of overweight and obesity vs. the level of physical activity of aviation military academy students].

PubMed

Gaździńska, Agata; Baran, Paulina; Skibniewski, Franciszek; Truszczyński, Olaf; Gaździński, Stefan; Wyleżoł, Mariusz

2015-01-01

The aim of the study was to evaluate overweight, obesity and the level of physical activity in the study group of 100 cadets of the Air Force Military Academy in Dęblin (WSOSP). Evaluation of overweight and obesity was based on body mass index (BMI) and body fat content. An accelerometer AiperMotion 500TM was used to measure the level of physical activity. There were marked such parameters as the average daily energy consumption, the average distance covered during the day and the whole week and the indicator of physical activity level (PAL). Based on BMI indicators, 71.3% of the cadets had normal body weight, 25.3% were overweight and 3.4% were obese. Assessment of nutritional status showed significant differences between the 1st and 2nd vs. the 4th and 5th years of study. Normal BMI values showed 88% of the 1st and 2nd year students, while of the 4th and 5th years - only 48.6% (p < 0.05). Based on the body fat content, obesity was found only in a group of older students (16.2%) and overweight was 10 times higher in the 4th and 5th years (21.6%) in comparison to younger students (2%). The average distance covered during the day or during the whole week was significantly higher in the 1st and 2nd year students. It is necessary to implement appropriate measures in the field of nutrition and physical activity to prevent the development of excessive body weight during studies among the military cadets of the Air Force Military Academy in Dęblin. This work is available in Open Access model and licensed under a CC BY-NC 3.0 PL license.

Homophobia in physical education and sport: the role of physical/sporting identity and attributes, authoritarian aggression, and social dominance orientation.

PubMed

O'Brien, Kerry S; Shovelton, Heather; Latner, Janet D

2013-01-01

We examined levels of, and reasons for, anti-gay and anti-lesbian prejudice (homophobia) in pre-service physical education (PE) and non-physical education (non-PE) university students. Participants (N = 409; 66% female; N = 199 pre-service physical educators) completed questionnaires assessing anti-gay and lesbian prejudice, authoritarianism, social dominance orientation (SDO), physical/athletic identity and self-concept, and physical attributes. ANCOVAs revealed that PE students had higher levels of anti-gay (p = .004) and lesbian prejudice than non-PE students (p = .008), respectively. Males reported greater anti-gay prejudice (p < .001), but not anti-lesbian prejudice, than females. Authoritarian aggression was positively associated with greater anti-gay (β = .49) and lesbian prejudice (β = .37) among male participants. Among females, higher authoritarian aggression and SDO was associated with greater anti-gay (β = .34 and β = .25, respectively) and lesbian (β = .26 and β = .16, respectively) prejudice. The physical identity-related constructs of athletic self-concept (β = .-15) and perceived upper body strength (β = .39) were associated with anti-gay attitudes among male participants. Physical attractiveness (β = -.29) and upper body strength (β = .29) were also associated with male participants' anti-lesbian prejudice. Regression analyses showed that the differences between PE and non-PE students in anti-gay and lesbian prejudice were largely mediated by authoritarianism and SDO. The present study is the first to examine the relationship between investment in physical/sporting identity and attributes and anti-gay and lesbian prejudice in PE/sport participants. In the present sample, anti-gay and lesbian prejudice was greater in pre-service PE students than non-PE students, but these differences appear to be explained by differences in conservative ideological traits. Additionally, physical identity and athletic attributes based around masculine ideals also appear to contribute to this prejudice in males.

Physical models have gender-specific effects on student understanding of protein structure-function relationships.

PubMed

Forbes-Lorman, Robin M; Harris, Michelle A; Chang, Wesley S; Dent, Erik W; Nordheim, Erik V; Franzen, Margaret A

2016-07-08

Understanding how basic structural units influence function is identified as a foundational/core concept for undergraduate biological and biochemical literacy. It is essential for students to understand this concept at all size scales, but it is often more difficult for students to understand structure-function relationships at the molecular level, which they cannot as effectively visualize. Students need to develop accurate, 3-dimensional mental models of biomolecules to understand how biomolecular structure affects cellular functions at the molecular level, yet most traditional curricular tools such as textbooks include only 2-dimensional representations. We used a controlled, backward design approach to investigate how hand-held physical molecular model use affected students' ability to logically predict structure-function relationships. Brief (one class period) physical model use increased quiz score for females, whereas there was no significant increase in score for males using physical models. Females also self-reported higher learning gains in their understanding of context-specific protein function. Gender differences in spatial visualization may explain the gender-specific benefits of physical model use observed. © 2016 The Authors Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology, 44(4):326-335, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

Motivational predictors of physical education students' effort, exercise intentions, and leisure-time physical activity: a multilevel linear growth analysis.

PubMed

Taylor, Ian M; Ntoumanis, Nikos; Standage, Martyn; Spray, Christopher M

2010-02-01

Grounded in self-determination theory (SDT; Deci & Ryan, 2000), the current study explored whether physical education (PE) students' psychological needs and their motivational regulations toward PE predicted mean differences and changes in effort in PE, exercise intentions, and leisure-time physical activity (LTPA) over the course of one UK school trimester. One hundred and seventy-eight students (69% male) aged between 11 and 16 years completed a multisection questionnaire at the beginning, middle, and end of a school trimester. Multilevel growth models revealed that students' perceived competence and self-determined regulations were the most consistent predictors of the outcome variables at the within- and between-person levels. The results of this work add to the extant SDT-based literature by examining change in PE students' motivational regulations and psychological needs, as well as underscoring the importance of disaggregating within- and between-student effects.

Patterns of physical activity and associated factors among teenagers from Barcelona (Spain) in 2012.

PubMed

Ruiz-Trasserra, Alicia; Pérez, Anna; Continente, Xavier; O'Brien, Kerry; Bartroli, Montse; Teixidó-Compaño, Ester; Espelt, Albert

To estimate the prevalence of moderate and vigorous physical activity (MVPA), as defined by the World Health Organisation (WHO), and associated factors among teenagers from Barcelona in 2012. Cross-sectional survey to assess risk factors in a representative sample of secondary school students (aged 13-16 years, International Standard Classification of Education [ISCED] 2, n=2,162; and 17-18 years, ISCED 3, n=1016) in Barcelona. We estimated MVPA prevalence overall, and for each independent variable and each gender. Poisson regression models with robust variance were fit to examine the factors associated with high-level MVPA, and obtained prevalence ratios (PR) and 95% confidence intervals (95%CI). Only 13% of ISCED 2 and 10% of ISCED 3 students met the WHO physical activity recommendations. This percentage was lower among girls at both academic levels. MVPA was lower among ISCED 3 compared to ISCED 2 students, and among students with a lower socioeconomic status. Physical activity was associated with positive self-perception of the health status (e.g., positive self-perception of health status among ISCED 2 compared to ISCED 3 students: PR=1.31 [95%CI: 1.22-1.41] and 1.61 [95%CI: 1.44-1.81] for boys and girls, respectively]. The percentage of teenagers who met WHO MVPA recommendations was low. Strategies are needed to increase MVPA levels, particularly in older girls, and students from low socioeconomic backgrounds. Copyright © 2016 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

Physical and psychosocial stress exposures in US dental schools: the need for expanded ergonomics training.

PubMed

Thornton, Linda J; Stuart-Buttle, Carol; Wyszynski, Theresa C; Wilson, Earlena R

2004-03-01

Dental students train in an environment similar to dentists in private practice. The literature reveals that physical and psychosocial stressors in dental schools are associated with adverse health outcomes. While dental educators have provided resources to address psychosocial factors and ergonomics training at the didactic level, the reinforcement of biomechanics at the clinic level has been overlooked. In this article the authors introduce a descriptive analysis of an ergonomics awareness program that expands the ergonomic training by including an assessment of the physical work performed by dental students in the clinic environment.

Algodoo: A Tool for Encouraging Creativity in Physics Teaching and Learning

NASA Astrophysics Data System (ADS)

Gregorcic, Bor; Bodin, Madelen

2017-01-01

Algodoo (http://www.algodoo.com) is a digital sandbox for physics 2D simulations. It allows students and teachers to easily create simulated "scenes" and explore physics through a user-friendly and visually attractive interface. In this paper, we present different ways in which students and teachers can use Algodoo to visualize and solve physics problems, investigate phenomena and processes, and engage in out-of-school activities and projects. Algodoo, with its approachable interface, inhabits a middle ground between computer games and "serious" computer modeling. It is suitable as an entry-level modeling tool for students of all ages and can facilitate discussions about the role of computer modeling in physics.

Energy Balance-Related Behavior and Anthropometric Measures Among Adolescents Across Three Educational Levels: A Cross-Sectional Study in Dutch Schools.

PubMed

Ridder, Monica A M; Koning, Maaike; Visscher, Tommy L S; Hirasing, Remy A; Seidell, Jacob C; Renders, Carry M

2018-06-01

Energy balance-related behavior on schooldays and beliefs about school-based interventions may differ between students in different educational levels, sexes, and BMI (body mass index) categories. In Zwolle (the Netherlands), 1,084 adolescents (13-15 years) at 9 secondary schools completed a questionnaire. Overweight prevalence (boys 18.1%, girls 19.3%) increased with decreasing educational level, especially in boys. Girls reported healthier behavior than boys regarding daily consumption of fruit (35% vs. 29%), vegetables (58% vs. 48%), ≤1 snack/candy (36% vs. 26%), ≤3 glasses of sugared drinks (80% vs. 73%; all p < .05). Unhealthier dietary behaviors were associated with lower educational level, except for eating sugary and savory snacks. Snacks and sugared drinks consumed at school were mostly brought from home (61.6% and 68.5%, respectively). Overweight students reported less frequent consumption of daily breakfast, snacks, and sugared drinks than nonoverweight students. Of all students, 40% spent ≥1 hour per day cycling to school. Lower educational level students reported less organized sports activities than higher level students, but more outside play and other activities. Overweight was associated with cycling to school (boys) and participating in organized sports (girls). More girls than boys were interested in lessons about healthy nutrition (44.4% vs. 31.7%). To stimulate physical activity, boys suggested more physical education classes (63%), girls advised more variation (47%) and choice (43%). A healthy school canteen (57%) and offering free fruit (67%) were suggested as promising interventions to stimulate healthy behavior. Educational and environmental interventions to tackle unhealthy dietary and physical activity behavior should be developed in collaboration with parents and tailored to educational level and gender.

Correlation between physics A-levels/A-levels and degree performance

NASA Astrophysics Data System (ADS)

Chadwick, Roy

1985-09-01

The author presents an analysis of 178 students who left Solihull Sixth form College between 1975 and 1981 to do a degree in physics (approximately one third) or engineering (approximately two thirds) at university or polytechnic. The first table is an analysis of physics A-level grade and degree performance; the second table an analysis of the points total for physics A-level plus maths A-level (five for A, four for B, etc.), against degree performances, and the final table an analysis of the points total for physics A-level plus maths A-level plus third A-level (again five for A, four for B, etc.), against degree performance.

Comparison of effect of regular unstructured physical training and athletic level training on body composition and cardio respiratory fitness in adolescents.

PubMed

Subramanian, Senthil Kumar; Sharma, Vivek Kumar; A, Vinayathan

2013-09-01

Childhood obesity and hypertension are global problems that are on the rise in India. Improving physical activity is an accepted main line of strategy for overcoming poor body composition, hypertension and reduced cardio respiratory fitness (CRF) all of which are considered as independent risk factors for the development of future cardiovascular complications. Present study was conducted to evaluate the effect of regular unstructured physical training and athletic level training on anthropometric measures, body composition, blood pressure and cardio respiratory fitness in adolescents. This is a collaborative study between the Department of physiology, Jawaharlal Institute of Postgraduate Medical Education and Research and Residential school, Jawahar Navodhya Vidyalaya, Puducherry, India. Student volunteers in the age group of 12-17 years were classified into athletes (group 1) and physically active non-athletes (group 2). Parameters measured and calculated were weight, height, body mass index, waist and hip circumference, body fat percentage (BF%), fat free mass (FFM), Systolic (SBP) & Diastolic blood pressure (DBP), Mean arterial pressure (MAP), Rate pressure product (RPP) and Predicted VO2 max. Mean difference between the groups was analysed using unpaired Student's t-test. All statistical analysis was carried out for two-tailed significance at the 5 % level using SPSS version 19 (SPSSInc, USA). Anthropometric measures, body composition measures and blood pressure values of both the group students were within the normal limits. There was no significant difference in anthropometric and body composition parameters between the group 1 and group 2 students. DBP, MAP and RPP were significantly lower in group 1 students when compared to group 2 students. VO2 max values were more in group 1 girls as compared to group 2 girls while the values of boys were comparable between the two groups. Regular unstructured physical activity for 60 minutes daily for the duration of one year can help the students to maintain their anthropometric parameters, body composition measures and CRF at par with the athletes of the same age and gender. However, athletic level training further reduces the cardiovascular load of the adolescent students.

Physical education policy compliance and Latino children’s fitness: Does the association vary by school neighborhood socioeconomic advantage?

PubMed Central

Sanchez-Vaznaugh, Emma V.; Goldman Rosas, Lisa; Fernández-Peña, José Ramón; Baek, Jonggyu; Egerter, Susan; Sánchez, Brisa N.

2017-01-01

Objectives To investigate the contribution of school neighborhood socioeconomic advantage to the association between school-district physical education policy compliance in California public schools and Latino students’ physical fitness. Methods Cross-sectional Fitnessgram data for public-school students were linked with school- and district-level information, district-level physical education policy compliance from 2004–2005 and 2005–2006, and 2000 United States Census data. Multilevel logistic regression models examined whether income and education levels in school neighborhoods moderated the effects of district-level physical education policy compliance on Latino fifth-graders’ fitness levels. Results Physical education compliance data were available for 48 California school districts, which included 64,073 Latino fifth-graders. Fewer than half (23, or 46%) of these districts were found to be in compliance, and only 16% of Latino fifth-graders attended schools in compliant districts. Overall, there was a positive association between district compliance with physical education policy and fitness (OR, 95%CI: 1.38, 1.07, 1.78) adjusted for covariates. There was no significant interaction between school neighborhood socioeconomic advantage and physical education policy compliance (p>.05): there was a positive pattern in the association between school district compliance with physical education policy and student fitness levels across levels of socioeconomic advantage, though the association was not always significant. Conclusions Across neighborhoods with varying levels of socioeconomic advantage, increasing physical education policy compliance in elementary schools may be an effective strategy for improving fitness among Latino children. PMID:28591139

Effect of Physical Therapy Students' Clinical Experiences on Clinician Productivity.

PubMed

Pivko, Susan E; Abbruzzese, Laurel D; Duttaroy, Pragati; Hansen, Ruth L; Ryans, Kathryn

2016-01-01

Physical therapy clinical education experiences (CEEs) are difficult to secure, particularly first-level CEEs. Our purpose was to determine 1) what impact student full-time CEEs have on PT clinician productivity and 2) whether there is a productivity difference between first vs final CEEs. Productivity logs, including possible factors impacting productivity, were distributed to clinician-student pairings on first and final CEEs. Two-week baseline data (without a student) were compared to weeks 1 and 6 (with a student) for 31 logs using a 2x4 repeated-measures ANOVA. In a subset of 17 logs for CEEs 8 weeks or longer, a 2x5 repeated-measures ANOVA was performed. There was a significant increase in the number of patients seen and CPT units billed by both levels of CEEs comparing weeks 1 and 6. In the subset of CEEs, 8 weeks or longer, there was a significant increase in the number of patients treated per hour at week 6 and a trend toward a change at week 8 when compared to baseline week A. The factors selected as impacting productivity were census (59%) and staffing (32%). Physical therapy clinician-student pairings showed an overall increase in productivity during both full-time first and final level CEEs.

A Sport Education Fitness Season's Impact on Students' Fitness Levels, Knowledge, and In-Class Physical Activity.

PubMed

Ward, Jeffery Kurt; Hastie, Peter A; Wadsworth, Danielle D; Foote, Shelby; Brock, Sheri J; Hollett, Nikki

2017-09-01

The purpose of this study was to determine the extent to which a sport education season of fitness could provide students with recommended levels of in-class moderate-to-vigorous physical activity (MVPA) while also increasing students' fitness knowledge and fitness achievement. One hundred and sixty-six 5th-grade students (76 boys, 90 girls) participated in a 20-lesson season called "CrossFit Challenge" during a 4-week period. The Progressive Aerobic Cardiovascular Endurance Run, push-ups, and curl-ups tests of the FITNESSGRAM® were used to assess fitness at pretest and posttest, while fitness knowledge was assessed through a validated, grade-appropriate test of health-related fitness knowledge (HRF). Physical activity was measured with Actigraph GT3X triaxial accelerometers. Results indicated a significant time effect for all fitness tests and the knowledge test. Across the entire season, the students spent an average of 54.5% of lesson time engaged in MVPA, irrespective of the type of lesson (instruction, free practice, or competition). The results suggest that configuring the key principles of sport education within a unit of fitness is an efficient model for providing students with the opportunity to improve fitness skill and HRF knowledge while attaining recommended levels of MVPA.

Peer-to-Peer Instruction with Interactive Demonstrations in Upper Level Astronomy Courses

NASA Astrophysics Data System (ADS)

Gelderman, Richard

2013-06-01

Spectral and polarization properties of light are topics that most intro physics courses barely touch. Students therefore rarely have any useful experience to draw on when those topics come up in an upper level astronomy class. This means that they approach problems dealing with spectra or polarization as plug-and-chug mathematics applications, devoid of physical context. We have been addressing such dilemmas by using interactive demonstrations in the lecture meeting to give students direct experience with polarization filters, diffraction gratings, spectral sources, and situations requiring them to analyze sources based on the observed polarization of spectral properties. Each student individually predicts the outcomes for a demonstration. Students then collaborate within in a group of three to discuss their prediction, reporting the group’s consensus prediction. After observing the demonstration, students in the group compare their predictions to the results, and attempt to explain the phenomena. Based on curricular reforms in physics education, these methods have provided our students with the ability to much more than just manipulate equations related to spectroscopic and polarization analysis.

[Level of physical activity and smoking in undergraduate students].

PubMed

Rodrigues, Elizângela Sofia Ribeiro; Cheik, Nadia Carla; Mayer, Anamaria Fleig

2008-08-01

To evaluate the level of physical activity in undergraduate students and to investigate its potential association with smoking. A cross-sectional study with a stratified sample proportional to the total number of students was carried out in Gurupi, Central-West Brazil, in 2005. The sample comprised 871 subjects. The IPAQ-8 short version was applied to assess the level of physical activity. Smoking status was evaluated by a modified World Health Organization (WHO) questionnaire and the magnitude of smokers' nicotine dependence was quantified using the Fagerström nicotine dependence scale. The frequencies, prevalences and prevalence ratios were determined by Yates' chi-square test or Fisher's exact test in the entire sample and stratified by area, course, shift and gender, with a 5% statistical significance level. Mean age was 25 years old (SD+/-8) and mean age at first smoking experience was 17 years old (SD+/-4). The prevalence of physical inactivity and smoking was 29.9% and 7.2%, respectively. The overall prevalence of sedentary smokers and non-smokers was 8.5%, and 91.5%, respectively, but the difference was not statistically significant. A higher prevalence of smoking and physical inactivity was found in those over 25 (48.6%, p <0.05). Nicotine dependence was "very low" in most subjects (68.2%, p <0.05). Smoking was more prevalent in males (10.8%, p <0.05) and the level of physical inactivity was not different in both males and females (p >0.05). Physical inactivity was seen on both smokers and non-smokers in the same proportion and no association was found between these two variables. Low prevalences of physical inactivity and smoking found in the study may be explained by available ongoing preventive and education programs, which should be implemented in the long run.

[Situation analysis of physical fitness among Chinese Han students in 2014].

PubMed

Song, Y; Lei, Y T; Hu, P J; Zhang, B; Ma, J

2018-06-18

To analyze the situation of physical fitness among Chinese Han students in 2014, so as to develop the guideline of physical activity regarding to the targeted students and to provide bases for the improvements of students' physical fitness. Subjects were from 2014 Chinese National Surveys on Students' Constitution and Health (CNSSCH). In this survey, 212 401 Han students aged 7-18 years participated and the measurement of physical fitness completed. The qualified rates of indicators regarding to physical fitness were evaluated based on "National Students Constitutional Health Standards" (2014 revised edition). Logistic regression was used to assess the association between the indicators of pull ups (boys) and endurance run (boys and girls) and influencing factors. In 2014, among the boys, the qualified rates of pull ups and endurance run were 18.7% and 76.6% respectively, while the qualified rate of endurance run was 80.6% among the girls. These two indicators were the weak items of physical fitness among the Chinese Han students. There was regional difference in the qualified rates of physical fitness, and the students in Zhejiang and Jiangsu provinces had higher qualified rates. Logistic regression showed that the urban students (OR=0.67), the students with malnutrition (OR=0.76), overweight (OR=0.32) or obesity (OR=0.12) were less likely to be qualified to pull ups; the students who had physical activity more than 1 h per day (OR=1.31) was more likely to be qualified to pull ups. The influencing factors of endurance run showed the similar pattern, in addition, the students with enough physical education (PE) were more likely to be qualified to endurance run, while the students with "Squeeze" or "no" PE class were less likely to be qualified to endurance run. The pull ups and endurance run have become the weak items of the physical fitness among primary and secondary school students in our national and provincial levels. Based on ensuring physical exercise time and PE curriculum and class hours, as well as improving students' nutrition, we should also strengthen the rational design of physical exercise and ensure the balanced development of various items so as to improve the overall development of students' physical fitness.

Physics Assessment and the Development of a Taxonomy

ERIC Educational Resources Information Center

Buick, J. M.

2011-01-01

Aspects of assessment in physics are considered with the aim of designing assessments that will encourage a deep approach to student learning and will ultimately lead to higher levels of achievement. A range of physics questions are considered and categorized by the level of knowledge and understanding which is require for a successful answer.…

Upper-Division Students' Difficulties with Ampere's Law

ERIC Educational Resources Information Center

Wallace, Colin S.; Chasteen, Stephanie V.

2010-01-01

This study presents and interprets some conceptual difficulties junior-level physics students experience with Ampere's law. We present both quantitative data, based on students' written responses to conceptual questions, and qualitative data, based on interviews of students solving Ampere's law problems. We find that some students struggle to…

SPACE PHYSICS: Developing resources for astrophysics at A-level: the TRUMP Astrophysics project

NASA Astrophysics Data System (ADS)

Swinbank, Elizabeth

1997-01-01

After outlining the astrophysical options now available in A-level physics syllabuses, this paper notes some of the particular challenges facing A-level teachers and students who chose these options and describes a project designed to support them. The paper highlights some key features of the project that could readily be incorporated into other areas of physics curriculum development.

Undergraduate Students' Perceptions of an Inquiry-Based Physics Course

NASA Astrophysics Data System (ADS)

Ballone Duran, Lena; McArthur, Julia; van Hook, Stephen

2004-04-01

The purpose of this study was to examine middle childhood students'' perceptions of the learning environment in a reform-based physics course. A lecture-style, introductory physics course was modified into an inquiry-based course designed for preservice middle childhood teachers through the collaborative efforts of faculty in the Colleges of Education and Arts and Sciences. Focus group interviews were conducted to examine students'' perceptions. The results suggested that the students initially felt a level of frustration with a new constructivist experience; however, they were able to embrace the inquiry method and expressed a desire for additional specialized content courses for preservice teachers.

Feasibility online survey to estimate physical activity level among the students studying professional courses: a cross-sectional online survey

PubMed Central

Sudha, Bhumika; Samuel, Asir John; Narkeesh, Kanimozhi

2018-01-01

The aim of the study was to estimate the physical activity (PA) level among the professional college students in North India. One hundred three professional college students in the age group of 18–25 years were recruited by simple random sampling for this cross-sectional online survey. The survey was advertised on the social networking sites (Facebook, WhatsApp) through a link www.surveymonkey.com/r/MG-588BY. A Short Form of International Physical Activity Questionnaire was used for this survey study. The questionnaire included total 8 questions on the basis of previous 7 days. The questionnaire consists of 3 main categories which were vigorous, moderate and high PA. Time spent in each activity level was multiplied with the metabolic equivalent of task (MET), which has previously set to 8.0 for vigorous activity, 4.0 for moderate activity, 3.3 for walking, and 1.5 for sitting. By multiplying MET with number of days and minutes performed weekly, amount of each activity level was calculated and measured as MET-min/wk. Further by adding MET minutes for each activity level, total MET-min/wk was calculated. Total number of 100 students participated in this study, and it was shown that all professional course students show different levels in PA. The total PA level among professional college students, which includes, physiotherapy, dental, medical, nursing, lab technician, pharmacy, management, law, engineering, were 434.4 (0–7,866), 170.3 (0–1,129), 87.7 (0–445), 102.8 (0–180), 469 (0–1,164), 0 (0–0), 645 (0–1,836), 337 (0–1,890), 396 (0–968) MET-min/wk respectively. PA levels among professional college students in North India have been established. PMID:29511653

Using web-based video to enhance physical examination skills in medical students.

PubMed

Orientale, Eugene; Kosowicz, Lynn; Alerte, Anton; Pfeiffer, Carol; Harrington, Karen; Palley, Jane; Brown, Stacey; Sapieha-Yanchak, Teresa

2008-01-01

Physical examination (PE) skills among U.S. medical students have been shown to be deficient. This study examines the effect of a Web-based physical examination curriculum on first-year medical student PE skills. Web-based video clips, consisting of instruction in 77 elements of the physical examination, were created using Microsoft Windows Moviemaker software. Medical students' PE skills were evaluated by standardized patients before and after implementation of the Internet-based video. Following implementation of this curriculum, there was a higher level of competency (from 87% in 2002-2003 to 91% in 2004-2005), and poor performances on standardized patient PE exams substantially diminished (from a 14%-22%failure rate in 2002-2003, to 4% in 2004-2005. A significant improvement in first-year medical student performance on the adult PE occurred after implementing Web-based instructional video.

Physical activity and sports team participation: associations with academic outcomes in middle school and high school students.

PubMed

Fox, Claudia K; Barr-Anderson, Daheia; Neumark-Sztainer, Dianne; Wall, Melanie

2010-01-01

Previous studies have found that higher physical activity levels are associated with greater academic achievement among students. However, it remains unclear whether associations are due to the physical activity itself or sports team participation, which may involve requirements for maintaining certain grades, for example. The purpose of this study is to examine the associations between sports team participation, physical activity, and academic outcomes in middle and high school students. Data were drawn from Project EAT (Eating Among Teens), a survey of middle and high school students (n = 4746). Students self-reported their weekly hours of physical activity, sports team participation, and academic letter grades. Two statistical models were considered: first, 2 separate regression analyses with grade point average (GPA) as the outcome and either sports team participation or physical activity as the predictor; second, a single regression with GPA as the outcome and both sports team participation and physical activity as the simultaneous predictors. For high school girls, both physical activity and sports team participation were each independently associated with a higher GPA. For high school boys, only sports team participation was independently associated with a higher GPA. For middle school students, the positive association between physical activity and GPA could not be separated from the relationship between sports team participation and a higher GPA. Regardless of whether academic success was related to the physical activity itself or to participation on sports teams, findings indicated positive associations between physical activity involvement and academic achievement among students.

Challenges in designing appropriate scaffolding to improve students' representational consistency: The case of a Gauss's law problem

NASA Astrophysics Data System (ADS)

Maries, Alexandru; Lin, Shih-Yin; Singh, Chandralekha

2017-12-01

Prior research suggests that introductory physics students have difficulty with graphing and interpreting graphs. Here, we discuss an investigation of student difficulties in translating between mathematical and graphical representations for a problem in electrostatics and the effect of increasing levels of scaffolding on students' representational consistency. Students in calculus-based introductory physics were given a typical problem that can be solved using Gauss's law involving a spherically symmetric charge distribution in which they were asked to write a mathematical expression for the electric field in various regions and then plot the electric field. In study 1, we found that students had great difficulty in plotting the electric field as a function of the distance from the center of the sphere consistent with the mathematical expressions in various regions, and interviews with students suggested possible reasons which may account for this difficulty. Therefore, in study 2, we designed two scaffolding interventions with levels of support which built on each other (i.e., the second scaffolding level built on the first) in order to help students plot their expressions consistently and compared the performance of students provided with scaffolding with a comparison group which was not given any scaffolding support. Analysis of student performance with different levels of scaffolding reveals that scaffolding from an expert perspective beyond a certain level may sometimes hinder student performance and students may not even discern the relevance of the additional support. We provide possible interpretations for these findings based on in-depth, think-aloud student interviews.

Role of Pre-Course Student Characteristics on Student Learning in Interactive Teaching Environments

NASA Astrophysics Data System (ADS)

Miller, Kelly Anne

The goal of this dissertation is to broaden our understanding of interactive teaching strategies, in the context of the introductory physics classroom at the undergraduate level. The dissertation is divided into four main projects, each of which investigates a specific aspect of teaching physics interactively. All four projects look towards improving the effectiveness of interactive teaching by understanding how pre-course student characteristics affect the way students learn interactively. We first discuss lecture demonstrations in the context of an interactive classroom using Peer Instruction. We study the role of predictions in conceptual learning. We examine how students' predictions affect what they report having seen during a demonstration. We also examine how student predictions affect what they recall as the outcome of the demonstration at the end of the semester. We then analyze student response patterns to conceptual questions posed during Peer Instruction. We look at the relationship between a student's tendency to switch their answer and pre-course student characteristics like science self-efficacy. Next we elucidate response timing to conceptual questions posed over the course of the semester, in two introductory physics classes taught using Peer Instruction. We look at the relationship between student response times and student characteristics like pre-course physics knowledge, science self-efficacy and gender. We study response times as a way of gaining insight into students thinking in Peer Instruction environments as well as to improve the implementation of Peer Instruction. Finally, we present work on the role of NB, an online collaborative textbook annotation tool, in a flipped, project based, physics class. We analyze the relationship between students' level of online engagement and traditional learning metrics to understand the effectiveness of NB in the context of flipped classrooms. We also report the results of experiments conducted to explore ways to steer discussion forums to produce high-quality learning interactions.

Improving College English Teaching Pattern and English Learning Effect among Students in Physical Education Institutes--A Survey on the Implementation of New Concept Teaching Pattern

ERIC Educational Resources Information Center

Wang, Youming

2010-01-01

In order to sharpen English learning capabilities of students in the institutes of physical education, the author makes a tracking investigation of New Concept English teaching model in Grade 08 of the department of sports training and national traditional sports. By analyzing and comparing the students' English levels before and after the…

Assessment of Physical Activity, Exercise Self-Efficacy, and Stages of Change in College Students Using a Street-Based Survey Method

ERIC Educational Resources Information Center

Leenders, Nicole Y. J. M.; Silver, Lorraine Wallace; White, Susan L.; Buckworth, Janet; Sherman, W. Michael

2002-01-01

This study assessed the level of physical activity, exercise self-efficacy, and stages of change for exercise behavior among college students at a large midwestern university using a street-based survey method. The 50% response rate produced 925 student responses comprising 95% as young ([less than or equal to]24 years of age), 53% female, and 79%…

Dietary Patterns and Fitness Level in Mexican Teenagers.

PubMed

Estrada-Reyes, César; Tlatempa-Sotelo, Patricia; Valdés-Ramos, Roxana; Cabañas-Armesilla, María; Manjarrez-Montes-de-Oca, Rafael

2018-01-01

Nowadays, the term "physical fitness" has evolved from sports performance to health status, and it has been considered a strong predictor of cardiovascular disease. In this sense, test batteries have been developed to evaluate physical fitness such as the ALPHA-FIT battery. On the other hand, the analysis of dietary patterns has emerged as an alternative method to study the relationship between diet and chronic noncommunicable diseases. However, the association between dietary patterns and the physical fitness level has not been evaluated in both adults and adolescents. This association is most important in adolescents due to the fact that establishing healthy dietary behaviors and a favorable nutritional profile in early stages of life prevents various chronic-degenerative diseases. To analyze the association between dietary patterns and the level of fitness in Mexican teenagers. We analyzed the relationship between dietary patterns and the fitness level of 42 teenage students in Toluca, Mexico. Students were weighed and measured, and their food intake was recorded for 2 weekdays and one weekend day. Dietary patterns were obtained by factorial analysis. The ALPHA-FIT battery was used to measure the fitness level. Fifty percent of the students were found to have a low fitness level (62.1% men; 37.9% women). There was no association ( X 2 = 0.83) between the dietary patterns "high in fat and sugar," "high in protein", and "low in fat and protein" and the level of physical condition in teens. In this study, all of teenagers with a very low level of fitness obtained a high dietary pattern in protein; however, 40% with a high level of physical condition resulted in the same pattern; that is why we did not find a relationship between the fitness level and the patterns investigated in this study.

Self-determined motivation and students' physical activity during structured physical education lessons and free choice periods.

PubMed

Lonsdale, Chris; Sabiston, Catherine M; Raedeke, Thomas D; Ha, Amy S C; Sum, Raymond K W

2009-01-01

Various organizations have suggested that physical education (PE) should play a central role in increasing adolescents' physical activity (PA) levels. The purpose of this study was to examine relationships between students' self-determined motivation and their PA behavior during a structured PE lesson led by their teacher and a free-choice period in which they were not required to be active. 528 Hong Kong students (mean age=15.78 years) participated in this study in April and May 2007. Situational Motivation Scale scores were used to form high and low self-determined motivation groups. Students wore a pedometer during a 20-minute structured basketball lesson and a 20-minute free choice period, during which they did not receive instruction. ANOVA revealed that self-determined motivation and PE class environments which provided students opportunities to make choices were related to greater PA. Furthermore, the difference in PA between the high and low self-determined groups was greater in the free-choice condition than the structured lesson, suggesting that self-determined motivation is especially important when students are not supervised. Findings indicated that promoting self-determined motivation may be an effective means of ensuring that PE programs are able to increase PA levels, foster self-initiated PA behaviors, and enhance adolescents' health.

From F = ma to Flying Squirrels: Curricular Change in an Introductory Physics Course

PubMed Central

O’Shea, Brian; Terry, Laura; Benenson, Walter

2013-01-01

We present outcomes from curricular changes made to an introductory calculus-based physics course whose audience is primarily life sciences majors, the majority of whom plan to pursue postbaccalaureate studies in medical and scientific fields. During the 2011–2012 academic year, we implemented a Physics of the Life Sciences curriculum centered on a draft textbook that takes a novel approach to teaching physics to life sciences majors. In addition, substantial revisions were made to the homework and hands-on components of the course to emphasize the relationship between physics and the life sciences and to help the students learn to apply physical intuition to life sciences–oriented problems. Student learning and attitudinal outcomes were assessed both quantitatively, using standard physics education research instruments, and qualitatively, using student surveys and a series of postsemester interviews. Students experienced high conceptual learning gains, comparable to other active learning–based physics courses. Qualitatively, a substantial fraction of interviewed students reported an increased interest in physics relative to the beginning of the semester. Furthermore, more than half of students self-reported that they could now relate physics topics to their majors and future careers, with interviewed subjects demonstrating a high level of ability to come up with examples of how physics affects living organisms and how it helped them to better understand content presented in courses in their major. PMID:23737630

From F = ma to flying squirrels: curricular change in an introductory physics course.

PubMed

O'Shea, Brian; Terry, Laura; Benenson, Walter

2013-06-01

We present outcomes from curricular changes made to an introductory calculus-based physics course whose audience is primarily life sciences majors, the majority of whom plan to pursue postbaccalaureate studies in medical and scientific fields. During the 2011-2012 academic year, we implemented a Physics of the Life Sciences curriculum centered on a draft textbook that takes a novel approach to teaching physics to life sciences majors. In addition, substantial revisions were made to the homework and hands-on components of the course to emphasize the relationship between physics and the life sciences and to help the students learn to apply physical intuition to life sciences-oriented problems. Student learning and attitudinal outcomes were assessed both quantitatively, using standard physics education research instruments, and qualitatively, using student surveys and a series of postsemester interviews. Students experienced high conceptual learning gains, comparable to other active learning-based physics courses. Qualitatively, a substantial fraction of interviewed students reported an increased interest in physics relative to the beginning of the semester. Furthermore, more than half of students self-reported that they could now relate physics topics to their majors and future careers, with interviewed subjects demonstrating a high level of ability to come up with examples of how physics affects living organisms and how it helped them to better understand content presented in courses in their major.

A Comparison of Able-Bodied and Disabled College Students on Erikson's Ego Stages and Maslow's Needs Levels.

ERIC Educational Resources Information Center

Kriegsman, Kay Harris; Hershenson, David B.

1987-01-01

Compared physically disabled and able-bodied college students on Erickson's epigenetic stages of life-span development, and Maslow's motivational needs hierarchy of personality development. The groups were more similar than dissimilar in ego development and needs level. College students with disabilities may be a select population because of their…

Kids crash and burn: An analysis of freshmen failing science end of course exams

NASA Astrophysics Data System (ADS)

Godfrey, Tanya N.

The purpose of this study was to determine how various factors influence student achievement on the physical science EOCE so that students are provided every opportunity to be successful. An understanding of influences such as the type of mathematics course students are taking, participating in block scheduling, participating in freshmen academies, and the year students took the science course and the science EOCE should provide insight into its relationship on the physical science EOCE achievement level. The final goal was to find which factors correlate to high achievement on the physical science EOCE so that South Carolina can implement these factors. This was done by obtaining historical data on students who took physical science and determine which factors are associated with the high failure rates on the physical science EOCE. Correlational values were determined, when possible. An independent-samples t-test was used to determine the strength and directionality for each relationship. A five-way ANOVA was used to determine if there were any interaction effects between the variables. The first finding was that students who took algebra prior to physical science had higher achievement on the EOCE than students without algebra. Students had increased EOCE scores when they took physical science in a block class. More students were successful outside of a freshmen academy on the physical science EOCE. These results are important to educators and administrators that want to help students become more successful on the physical science EOCE. The findings of this study can lead to a positive change within schools and school districts when it comes to providing an atmosphere that helps students increase their science skills and knowledge.

Effectiveness of basic life support instruction in physical education students--a pilot study.

PubMed

Bielec, Grzegorz; Klajman, Paweł; Pęczak-Graczyk, Alicja

2014-01-01

According to the literature, 40% of injuries affecting school-age children are sports related. The role of physical education students, as future teachers, seems to be of high importance in terms of protecting children's safety during sports classes. The aim is to evaluate the level of basic life support (BLS) knowledge and skills in physical education students instructed with the use of different methods. Second-year physical education students (n=104, M age=20±0.6 years) were randomly assigned to three groups: experimental 1 (E1), experimental 2 (E2), and control (C). Group E1 students participated in a 2-hour BLS course based on computer-assisted presentations. Group E2 trainees practiced BLS algorithm in pairs during a 2-hour course. No manikins were used in both intervention groups. Students of Group C were asked to learn BLS algorithm on their own. All groups fulfilled a 10-question multiple-choice test on BLS at the beginning and the end of the experiment. After completing the course participants performed BLS on a manikin. The results of knowledge test were not significant before an experiment but differed essentially among the groups afterward (analysis of variance contrast analysis, p<.05). Regardless of teaching method used, no significant differences were found among the students in preparatory BLS actions and cardiopulmonary resuscitation (CPR) performance on a manikin. The level of CPR performance was very low in all groups. Students of both intervention groups improved their BLS knowledge after the training. Teaching methods used in the current study seemed to be ineffective in terms of practical CPR skills. Access to greater number of modern manikins should improve the BLS training in physical education students. Moreover, permanent consultation on instructional methods with emergency medicine experts is recommended for university teachers.

Student evaluations of physics teachers: On the stability and persistence of gender bias

NASA Astrophysics Data System (ADS)

Potvin, Geoff; Hazari, Zahra

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] There is a long history of research which confounds the simple interpretation that evaluations in an educational context are purely measures of competency. One such issue is that of gender bias in student evaluations of their teachers. In our prior work, we found that male students underrated female high school teachers in biology and chemistry while all students underrated female high school teachers in physics. In the current work, we independently checked and extended this earlier work to examine the effect of physics identity on student evaluations and gender bias. Employing multiple regression on survey data from a representative sample of 6772 college students across the U.S., attending both 2-year and 4-year post-secondary institutions (including STEM and non-STEM majors), we find the core physics effect is unchanged despite a gap between studies of nearly 10 years. Namely, both male and female students underrate their female high school physics teachers, even after controlling for physics grades and classroom experiences. Our new focus on physics identity reveals that students with a strong physics identity show a larger gender bias in favor of male teachers than those with less of a physics identity. These results may help to explain how structures that privilege certain groups and marginalize others are prevalent amongst the youngest members of a defined physics community and may serve to uphold the status quo as these young members traverse to higher levels of physics community membership. Furthermore, biased evaluative feedback structures may be one of the propagators of women's lower competency beliefs in physics, a result that has been found by many prior studies.

Physical activity helps to control music performance anxiety.

PubMed

Rocha, Sérgio F; Marocolo, Moacir; Corrêa, Elisangela N V; Morato, Gledys S G; da Mota, Gustavo R

2014-06-01

We evaluated if regular physical activity could influence musical performance anxiety (MPA) in college music students. Levels of MPA, as measured with the Kenny MPA Inventory, and a survey about the physical activity habits were obtained from 87 students of music. The results showed that physically active musicians had lower MPA scores (p<0.05) than non-active ones, independent of gender. We conclude that there is an association between physical activity and minor MPA, and studies with a longitudinal design should be done to explore this important issue.

Assessment for Effective Intervention: Enrichment Science Academic Program

NASA Astrophysics Data System (ADS)

Sasson, Irit; Cohen, Donita

2013-10-01

Israel suffers from a growing problem of socio-economic gaps between those who live in the center of the country and residents of outlying areas. As a result, there is a low level of accessibility to higher education among the peripheral population. The goal of the Sidney Warren Science Education Center for Youth at Tel-Hai College is to strengthen the potential of middle and high school students and encourage them to pursue higher education, with an emphasis on majoring in science and technology. This study investigated the implementation and evaluation of the enrichment science academic program, as an example of informal learning environment, with an emphasis on physics studies. About 500 students conducted feedback survey after participating in science activities in four domains: biology, chemistry, physics, and computer science. Results indicated high level of satisfaction among the students. No differences were found with respect to gender excluding in physics with a positive attitudes advantage among boys. In order to get a deeper understanding of this finding, about 70 additional students conducted special questionnaires, both 1 week before the physics enrichment day and at the end of that day. Questionnaires were intended to assess both their attitudes toward physics and their knowledge and conceptions of the physical concept "pressure." We found that the activity moderately improved boys' attitudes toward physics, but that girls displayed decreased interest in and lower self-efficacy toward physics. Research results were used to the improvement of the instructional design of the physics activity demonstrating internal evaluation process for effective intervention.

The Development of a Physical Education Teachers' Physical Activity Self-Efficacy Instrument.

ERIC Educational Resources Information Center

Martin, Jeffrey J.; Kulinna, Pamela Hodges

2003-01-01

Developed a valid, reliable physical education teachers' physical activity self-efficacy scale for teaching classes in which students were engaged in high levels of physical activity. Results offer preliminary support for the psychometric properties of this instrument, which can help understand physical education teachers' efficacy in overcoming…

[Physical activity habits in schoolchildren: influential factors and relationships with physical fitness].

PubMed

Arriscado, Daniel; Muros, José Joaquín; Zabala, Mikel; Dalmau, Josep María

2014-10-06

Current lifestyles have led to an increase in sedentary activities and a decrease in physical activity, which can lead to a worsening of the present and future health of children. This study sought to describe the lifestyle and physical activity habits of schoolchildren in a city in northern Spain and to analyse the relationships between these habits and body composition, physical fitness and certain socio-demographic factors. The study was conducted on a representative sample of 329 sixth grade elementary school students (aged 11-12) from 31 schools in Logroño (La Rioja). Socio- demographic data, anthropometric data, blood pressure, development level, physical fitness and lifestyle habits and physical activity were recorded. The male students who performed extracurricular sports activities and those at earlier stages of development reported higher levels of physical activity. Direct correlations between physical exercise and fitness were detected, especially with respect to aerobic capacity (r = 0.38), and inverse correlations with hours in front of a screen (r = -0.18), but not with body composition. Given the relationships between levels of physical activity and fitness, strategies to promote physical exercise should be encouraged in order to improve the health of young people. Interventions should focus on promoting access to extracurricular sports activities, reducing sedentary habits and increasing the level of physical exercise in girls. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

Introduction to Physics (Mechanics): A Semi-Self Paced Approach.

ERIC Educational Resources Information Center

Schlenker, Richard M.

Presented is a guide for an introductory college level physics course in mechanics. The course is contract graded and allows students to proceed at their own pace; however, lectures, problem solving sessions, and laboratory sessions are included. Students on an independent basis review video tapes, film loops, library study, and conduct an…

Classroom Tests and Achievement in Problem Solving in Physical Geography

ERIC Educational Resources Information Center

Monk, Janice J.; Stallings, William M.

1975-01-01

Two hundred students in an undergraduate physical geography course were assigned to a group which received either factually oriented quizzes or quizzes which stressed higher level behaviors such as application and analysis. Evaluation of the results indicated that the variation in testing procedures had no discernable effect on student scores in…

The Physiology of Exercise and the Process of Aging.

ERIC Educational Resources Information Center

Mravetz, Patricia

A physical fitness plan is considered desirable for young people, young adults, and especially older adults. This program for secondary level students focuses on the physiology of exercise and the process of aging, and stresses the need for physical fitness. Specific objectives include the following: (1) to let students become evaluators of their…

Easy Implementation of Internet-Based Whiteboard Physics Tutorials

ERIC Educational Resources Information Center

Robinson, Andrew

2008-01-01

The requirement for a method of capturing problem solving on a whiteboard for later replay stems from my teaching load, which includes two classes of first-year university general physics, each with relatively large class sizes of approximately 80-100 students. Most university-level teachers value one-to-one interaction with the students and find…

Leaps and Bounds. A Guide for ETV Movement Education Series.

ERIC Educational Resources Information Center

Hawaii State Dept. of Education, Honolulu. Office of Instructional Services.

In physical education at the elementary level, students are taught to move with efficiency in all situations, to have knowledge about movement, and to value movement as an essential part of life. Teachers stress problem solving, discovery, and concept learning in teaching physical education to young children. To assist teachers and students,…

Personal Assistant Support for Students with Severe Physical Disabilities in Postsecondary Education

ERIC Educational Resources Information Center

Hedrick, Bradley N.; Stumbo, Norma J.; Martin, Jay K.; Martin, Liam G.; Nordstrom, David L.; Morrill, Joshua H.

2012-01-01

The purpose of this exploratory research is to document the level of personal assistance support provided to students with severe physical disabilities by disability support services in higher education institutions across the United States. A national survey was conducted of members of the Association of Higher Education And Disability (AHEAD)…

Gender Differences in Physical Activity and Related Beliefs among Hispanic College Students

ERIC Educational Resources Information Center

Magoc, Dejan; Tomaka, Joe; Shamaley, Angelee Gigi; Bridges, Amber

2016-01-01

This study investigated gender differences in physical activity (PA) and social-cognitive theory (SCT) variables among Hispanics. Students (N = 298) completed measures assessing levels of PA and variables derived from SCT. Men reported greater PA than women. Men also reported having greater self-efficacy for PA, greater perceived ability to set…

Audiovisual Physics Reports: Students' Video Production as a Strategy for the Didactic Laboratory

ERIC Educational Resources Information Center

Pereira, Marcus Vinicius; de Souza Barros, Susana; de Rezende Filho, Luiz Augusto C.; de A. Fauth, Leduc Hermeto

2012-01-01

Constant technological advancement has facilitated access to digital cameras and cell phones. Involving students in a video production project can work as a motivating aspect to make them active and reflective in their learning, intellectually engaged in a recursive process. This project was implemented in high school level physics laboratory…

Gender-based performance differences in an introductory physics course

NASA Astrophysics Data System (ADS)

McKinnon, Mark Lee

Cognitive research has indicated that the difference between males and females is negligible. Paradoxically, in traditionally-taught college level introductory physics courses, males have outperformed females. UC Davis' Physics 7A (the first class of a three-quarter Introduction to Physics sequence for Life-Science students), however, counters this trend since females perform similarly to males. The gender-based performance difference within the other two quarters (Physics 7B & 7C) of the radically restructured, active-learning physics sequence still echo the traditionally-taught courses. In one experiment, I modified the laboratory activity instructions of the Physics 7C course to encourage further group interaction. These modifications did not affect the gender-based performance difference. In a later experiment, I compared students' performance on different forms of assessment for certain physics concepts during the Physics 7C course. Over 500 students took weekly quizzes at different times. The students were given different quiz questions on the same topics. Several quiz questions seemed to favor males while others were more gender equitable. I highlighted comparisons between a few pairs of questions that assessed students' understanding of the same physical concept. Males tended to perform better in responding to questions that seemed to require spatial visualization. Questions that required greater understanding of the physical concept or scientific model were more gender neutral.

[Depressive symptoms and its related factors among primary and middle school students in an urban-rural-integrated area of Chongqing].

PubMed

Li, Chen; Wang, Hong; Cao, Xingyuan; Gou, Min; Zhang, Zhuan

2013-09-01

To investigate the prevalence of depressive symptom and its influencing factors among primary and middle school students in urban-rural-integrated area of Chongqing. A total of 3 013 primary and middle school students from an urban-rural-integrated area of Chongqing were selected by using multistage stratified cluster sampling method in this study. The general information, physical activities and physical examination conditions were investigated. Meanwhile, the depress symptoms were assessed by using children's depression inventory (CDI) and the incidence of adolescence related events were evaluated by using pubertal development scale (PDS). Chi-square test was used to analyze the detection rate of depression symptoms among different population and Logistic regression was used to analyse the influencing factors of depressive symptoms among primary and middle school students. The detection rate of depressive symptoms was 20.1% (607/3013) totally, and it was gradually higher among the students with bad to good economic status (28.3%/18.4%/18.3%, chi2 = 28.415, P < 0.05). The students' detection rate of depression symptoms in different development level compared to companion by self image were 43.1%, 26.5%, 22.0% and 15.8% (chi2 = 79.621, P < 0.01). Among the senior school students, worse economic status, higher development level in self-evaluation, and no physical activities in a recent month (including physical training, aerobic exercise) were considered as the influencing factors of depressive symptoms. Focusing on the physical and mental health of growing children, establishing a good school environment and family environment, and strengthening physical activities will contribute to reducing the incidence of depressive symptoms.

Identifying predictors of physics item difficulty: A linear regression approach

NASA Astrophysics Data System (ADS)

Mesic, Vanes; Muratovic, Hasnija

2011-06-01

Large-scale assessments of student achievement in physics are often approached with an intention to discriminate students based on the attained level of their physics competencies. Therefore, for purposes of test design, it is important that items display an acceptable discriminatory behavior. To that end, it is recommended to avoid extraordinary difficult and very easy items. Knowing the factors that influence physics item difficulty makes it possible to model the item difficulty even before the first pilot study is conducted. Thus, by identifying predictors of physics item difficulty, we can improve the test-design process. Furthermore, we get additional qualitative feedback regarding the basic aspects of student cognitive achievement in physics that are directly responsible for the obtained, quantitative test results. In this study, we conducted a secondary analysis of data that came from two large-scale assessments of student physics achievement at the end of compulsory education in Bosnia and Herzegovina. Foremost, we explored the concept of “physics competence” and performed a content analysis of 123 physics items that were included within the above-mentioned assessments. Thereafter, an item database was created. Items were described by variables which reflect some basic cognitive aspects of physics competence. For each of the assessments, Rasch item difficulties were calculated in separate analyses. In order to make the item difficulties from different assessments comparable, a virtual test equating procedure had to be implemented. Finally, a regression model of physics item difficulty was created. It has been shown that 61.2% of item difficulty variance can be explained by factors which reflect the automaticity, complexity, and modality of the knowledge structure that is relevant for generating the most probable correct solution, as well as by the divergence of required thinking and interference effects between intuitive and formal physics knowledge structures. Identified predictors point out the fundamental cognitive dimensions of student physics achievement at the end of compulsory education in Bosnia and Herzegovina, whose level of development influenced the test results within the conducted assessments.

An Intelligent and Interactive Simulation and Tutoring Environment for Exploring and Learning Simple Machines

NASA Astrophysics Data System (ADS)

Myneni, Lakshman Sundeep

Students in middle school science classes have difficulty mastering physics concepts such as energy and work, taught in the context of simple machines. Moreover, students' naive conceptions of physics often remain unchanged after completing a science class. To address this problem, I developed an intelligent tutoring system, called the Virtual Physics System (ViPS), which coaches students through problem solving with one class of simple machines, pulley systems. The tutor uses a unique cognitive based approach to teaching simple machines, and includes innovations in three areas. (1) It employs a teaching strategy that focuses on highlighting links among concepts of the domain that are essential for conceptual understanding yet are seldom learned by students. (2) Concepts are taught through a combination of effective human tutoring techniques (e.g., hinting) and simulations. (3) For each student, the system identifies which misconceptions he or she has, from a common set of student misconceptions gathered from domain experts, and tailors tutoring to match the correct line of scientific reasoning regarding the misconceptions. ViPS was implemented as a platform on which students can design and simulate pulley system experiments, integrated with a constraint-based tutor that intervenes when students make errors during problem solving to teach them and to help them. ViPS has a web-based client-server architecture, and has been implemented using Java technologies. ViPS is different from existing physics simulations and tutoring systems due to several original features. (1). It is the first system to integrate a simulation based virtual experimentation platform with an intelligent tutoring component. (2) It uses a novel approach, based on Bayesian networks, to help students construct correct pulley systems for experimental simulation. (3) It identifies student misconceptions based on a novel decision tree applied to student pretest scores, and tailors tutoring to individual students based on detected misconceptions. ViPS has been evaluated through usability and usefulness experiments with undergraduate engineering students taking their first college-level engineering physics course and undergraduate pre-service teachers taking their first college-level physics course. These experiments demonstrated that ViPS is highly usable and effective. Students using ViPS reduced their misconceptions, and students conducting virtual experiments in ViPS learned more than students who conducted experiments with physical pulley systems. Interestingly, it was also found that college students exhibited many of the same misconceptions that have been identified in middle school students.

Connecting Physical Education to Out-of-School Physical Activity through Sport Education

ERIC Educational Resources Information Center

Schwamberger, Benjamin; Sinelnikov, Oleg

2015-01-01

One of the goals of physical education, according to The Society of Health and Physical Educators, is for children to establish "patterns of regular participation in meaningful physical activity." However, participation alone in physical education classes is not enough for students to reach daily recommended levels of physical activity.…

Testing the development of student conceptual and visualization understanding in quantum mechanics through the undergraduate career

NASA Astrophysics Data System (ADS)

Robinett, Richard

2003-04-01

In order to probe various aspects of student understanding of some of the core ideas of quantum mechanics, and especially how they develop over the undergraduate curriculum, we have developed an assessment instrument designed to test conceptual and visualization understanding in quantum theory. We report data obtained from students ranging from sophomore-level modern physics courses, through junior-senior level quantum theory classes, to first year graduate quantum mechanics courses in what may be the first such study of the development of student understanding in this important core subject of physics through the undergraduate career. We discuss the results and their possible relevance to the standard curriculum as well as to the development of new curricular materials.

Autonomous Motivation Predicts 7-Day Physical Activity in Hong Kong Students.

PubMed

Ha, Amy S; Ng, Johan Y Y

2015-07-01

Autonomous motivation predicts positive health behaviors such as physical activity. However, few studies have examined the relation between motivational regulations and objectively measured physical activity and sedentary behaviors. Thus, we investigated whether different motivational regulations (autonomous motivation, controlled motivation, and amotivation) predicted 7-day physical activity, sedentary behaviors, and health-related quality of life (HRQoL) of students. A total of 115 students (mean age = 11.6 years, 55.7% female) self-reported their motivational regulations and health-related quality of life. Physical activity and sedentary behaviors were measured using accelerometers for seven days. Using multilevel modeling, we found that autonomous motivation predicted higher levels of moderate-to-vigorous physical activity, less sedentary behaviors, and better HRQoL. Controlled motivation and amotivation each only negatively predicted one facet of HRQoL. Results suggested that autonomous motivation could be an important predictor of physical activity behaviors in Hong Kong students. Promotion of this form of motivational regulation may also increase HRQoL. © 2015 The International Association of Applied Psychology.

Educating Scientifically - Advances in Physics Education Research

DOE Office of Scientific and Technical Information (OSTI.GOV)

Finkelstein, Noah

It is now fairly well documented that traditionally taught, large-scale introductory physics courses fail to teach our students the basics. In fact, often these same courses have been found to teach students things we do not want. Building on a tradition of research in physics, the physics education research community has been researching the effects of educational practice and reforms at the undergraduate level for many decades. From these efforts and those within the fields of education, cognitive science, and psychology we have learned a great deal about student learning and environments that support learning for an increasingly diverse populationmore » of students in the physics classroom. This talk will introduce some of the ideas from physics education research, discuss a variety of effective classroom practices/ surrounding educational structures, and begin to examine why these do (and do not) work. I will present both a survey of physics education research and some of the exciting theoretical and experimental developments emerging from the University of Colorado.« less

Educating Scientifically - Advances in Physics Education Research

ScienceCinema

Finkelstein, Noah [University of Colorado, Colorado, USA

2017-12-09

It is now fairly well documented that traditionally taught, large-scale introductory physics courses fail to teach our students the basics. In fact, often these same courses have been found to teach students things we do not want. Building on a tradition of research in physics, the physics education research community has been researching the effects of educational practice and reforms at the undergraduate level for many decades. From these efforts and those within the fields of education, cognitive science, and psychology we have learned a great deal about student learning and environments that support learning for an increasingly diverse population of students in the physics classroom. This talk will introduce some of the ideas from physics education research, discuss a variety of effective classroom practices/ surrounding educational structures, and begin to examine why these do (and do not) work. I will present both a survey of physics education research and some of the exciting theoretical and experimental developments emerging from the University of Colorado.

Promoting Elementary Physical Education: Results of a School-Based Evaluation Study

ERIC Educational Resources Information Center

Boyle-Holmes, Trina; Grost, Lisa; Russell, Lisa; Laris, B. A.; Robin, Leah; Haller, Elizabeth; Potter, Susan; Lee, Sarah

2010-01-01

Using a quasiexperimental design, the authors examine whether fourth- and fifth-grade students exposed to a developmental physical education (PE) curriculum, Michigan's Exemplary Physical Education Curriculum (EPEC), demonstrated stronger motor skill--specific self-efficacy and perceptions of physical activity competence, physical activity levels,…

It Takes a Village: Promoting Parent and Family Education on Healthy Lifestyles for Minnesota Secondary Students.

PubMed

Hearst, Mary O; Wang, Qi; Grannon, Katherine; Davey, Cynthia S; Nanney, Marilyn S

2017-01-01

This study examines school strategies to educate parents over time about physical activity and nutrition and how those strategies are related to adolescent health behaviors. Data from the Minnesota School Health Profiles Lead Health Education Teacher survey (2008-2012) and the Minnesota Student Survey (MSS, 2013) included provisions for parent education about physical activity and nutrition and student physical activity and dietary intake behaviors. Analyses were performed using SAS, version 9.3. A generalized estimating equation (GEE) was used to examine changes over time in school policies. Adjusted linear regression models examined cross-sectional association between school policies (2012) and school-level mean student outcomes (2013). Parent education about physical activity and nutrition was constant over time, with the exception of a decrease in physical activity education in schools with low minority enrollment. There was a positive relationship between schools offering physical activity education for parents and the number of days a student meets physical activity and water consumption recommendations. There was no relationship between strategies for nutrition education and dietary intake. School providing strategies for parent engagement around student physical activity and nutrition may increase parent engagement overall and improve adolescent and school-related outcomes. © 2016, American School Health Association.

Analysis of the Impact of Introductory Physics on Engineering Students at Texas A&M University

NASA Astrophysics Data System (ADS)

Perry, Jonathan; Bassichis, William

Introductory physics forms a major part of the foundational knowledge of engineering majors, independent of discipline and institution. While the content of introductory physics courses is consistent from institution to institution, the manner in which it is taught can vary greatly due to professor, textbook, instructional method, and overall course design. This work attempts to examine variations in student success, as measured by overall academic performance in an engineering major, and matriculation rates, based on the type of introductory physics a student took while enrolled in an engineering degree at Texas A&M University. Specific options for introductory physics at Texas A&M University include two calculus based physics courses, one traditional (UP), and one more mathematically rigorous (DP), transfer credit, and high school (AP or dual) credit. In order to examine the impact of introductory physics on a student's degree progression, data mining analyses are performed on a data set of relatively comprehensive academic records for all students enrolled as an engineering major for a minimum of one academic term. Student data has been collected for years of entering freshman beginning in 1990 and ending in 2010. Correlations will be examined between freshman level courses, including introductory physics, and follow on engineering courses, matriculation rates, and time to graduation.

Microcomputers in a Beginning Tertiary Physics Course.

ERIC Educational Resources Information Center

Pearce, J. M.; O'Brien, R.

1986-01-01

Describes a college-level physics course which focuses on both physics knowledge/skills and use of microcomputers. Types of experiments done with the computers and how students use the computers to treat data are considered. (JN)

Prospective Physics Teachers' Level of Understanding Energy, Power and Force Concepts

ERIC Educational Resources Information Center

Saglam-Arslan, Aysegul; Kurnaz, Mehmet Altan

2009-01-01

The aim of this study is to determine prospective physics teachers' level of understanding of the concepts of energy and the related concepts of force and power. The study was carried out with the participation of 56 physics education department students at a university in Karadeniz region. All participants had previously taken an introductory…

a Latent Variable Path Analysis Model of Secondary Physics Enrollments in New York State.

NASA Astrophysics Data System (ADS)

Sobolewski, Stanley John

The Percentage of Enrollment in Physics (PEP) at the secondary level nationally has been approximately 20% for the past few decades. For a more scientifically literate citizenry as well as specialists to continue scientific research and development, it is desirable that more students enroll in physics. Some of the predictor variables for physics enrollment and physics achievement that have been identified previously includes a community's socioeconomic status, the availability of physics, the sex of the student, the curriculum, as well as teacher and student data. This study isolated and identified predictor variables for PEP of secondary schools in New York. Data gathered by the State Education Department for the 1990-1991 school year was used. The source of this data included surveys completed by teachers and administrators on student characteristics and school facilities. A data analysis similar to that done by Bryant (1974) was conducted to determine if the relationships between a set of predictor variables related to physics enrollment had changed in the past 20 years. Variables which were isolated included: community, facilities, teacher experience, number of type of science courses, school size and school science facilities. When these variables were isolated, latent variable path diagrams were proposed and verified by the Linear Structural Relations computer modeling program (LISREL). These diagrams differed from those developed by Bryant in that there were more manifest variables used which included achievement scores in the form of Regents exam results. Two criterion variables were used, percentage of students enrolled in physics (PEP) and percent of students enrolled passing the Regents physics exam (PPP). The first model treated school and community level variables as exogenous while the second model treated only the community level variables as exogenous. The goodness of fit indices for the models was 0.77 for the first model and 0.83 for the second model. No dramatic differences were found between the relationship of predictor variables to physics enrollment in 1972 and 1991. New models indicated that smaller school size, enrollment in previous science and math courses and other school variables were more related to high enrollment rather than achievement. Exogenous variables such as community size were related to achievement. It was shown that achievement and enrollment were related to a different set of predictor variables.

Informatics and physics intersubject communications in the 7th and 8th grades of the basics level by means of computer modeling

NASA Astrophysics Data System (ADS)

Vasina, A. V.

2017-01-01

The author of the article imparts pedagogical experience of realization of intersubject communications of school basic courses of informatics, technology and physics through research activity of students with the use of specialized programs for the development and studying of computer models of physical processes. The considered technique is based on the principles of independent scholar activity of students, intersubject communications such as educational disciplines of technology, physics and informatics; it helps to develop the research activity of students and a professional and practical orientation of education. As an example the lesson of modeling of flotation with the use of the environment "1C Physical simulator" is considered.

Influence of Schoolyard Renovations on Children's Physical Activity: The Learning Landscapes Program

PubMed Central

Nigg, Claudio R.; M. R. Lampe, Sarah; Kingston, Beverly A.; Mootz, Andrew L.; van Vliet, Willem

2010-01-01

Objectives. We examined whether schoolyard improvements led to increased physical activity levels among both boys and girls and assessed the aspects of schoolyard design that have an impact on physical activity. Methods. In a quasi-experimental research design, 6 schools with renovated schoolyards and 3 control schools were divided into activity areas. We calculated measures of children's physical activity by area during school hours as well as after-school hours. Results. The volume of schoolyard use was significantly higher at schools with renovated schoolyards than at control schools, and students were significantly more active at these schools. Also, activity levels were significantly higher among both boys and girls in certain schoolyard areas, such as those with soft surfaces. Conclusions. Because few public elementary schools in the United States provide daily physical education or its equivalent for all students throughout the school year, noncurriculum approaches to increasing children's physical activity are important. Renovated schoolyards increase the number of children who are physically active, as well as their overall activity levels, and reduce sedentary behaviors. PMID:20634465

Electronic collection of solved physics problems to encourage students’ active approach (not only to self study)

NASA Astrophysics Data System (ADS)

Koupilová, Zdeňka; Mandíková, Dana; Snětinová, Marie

2017-09-01

Ten years ago we started to develop a Collection of Fully Solved Problems aimed at introductory undergraduate and high school level students. The collection is specially designed to encourage students in an active approach to problem solving, e.g. to solve at least some parts of a problem on their own. Nowadays the Collection contains about 800 fully solved problems in physics in Czech and nearly 180 problems in English. It has several hundreds of unique visitors per school day. Based on user feedback, the collection is used by students mainly for their home study and by teachers as a supplementary material. The creation of the structured solution of the physics problems has proved to be a beneficial activity for prospective physics teachers (students of our department).

Particle Physics in High School: A Diagnose Study.

PubMed

Tuzón, Paula; Solbes, Jordi

2016-01-01

The science learning process improves when the contents are connected to students' lives. Particle physics has had a great impact in our society in the last years and has changed the theoretical picture about matter fundamental dynamics. Thus, we think that academic contents about matter components and interactions should be updated. With this study we aim to characterize the level of knowledge of high school students about this topic. We built a test with questions about classical atomic models, particle physics, recent discoveries, social implications and students opinions about it. Contrary to our first suspicion, students' answers show a high variability. They have new physics ideas and show a great interest towards modern concepts. We suggest including an updated view of this topic as part of the curriculum.

The Effect of Interior Design Improvements on the Quality of Learning for Graduate Level Military Officer Students

DTIC Science & Technology

1991-05-13

for the model classroom. Nevertheless, findings about the impact of interior design improvements 14 on student perceptions about the physical...from the impact of the model classroom interior design improvements on student perceptions about their physical learning environment. Delimitations of...their perceptions about places through personal experience. The intensity and quality of these personal experiences have a greater impact on people’s

Seeds and Sparks: Cultivating Children's Interest in Physics through Public Outreach

NASA Astrophysics Data System (ADS)

Clark, Jessica

2006-11-01

The National Academies' ``Rising above the Gathering Storm'' report names the improvement of K-12 science and mathematics education as its highest priority recommendation. This recommendation includes enlarging the pipeline of students preparing to study STEM subjects at university by increasing the number of students who take (and pass) advanced high school level science courses. To this end, the American Physical Society's Public Outreach department offers PhysicsQuest, a free program designed to engage middle school science students in a learning adventure. The core idea of the program is to provide a fun and exciting way for students to encounter physics, thereby eliminating some of the fear often associated with the subject and making them more likely to take high school physics courses. In the end, the students do learn some physics, but, more importantly, they have a fun experience with physics. This talk further describes the PhysicsQuest program, including feedback and results from the 2005 project, and also gives an overview of other K-12 programs offered by APS Public Outreach. The report can be read online at http://www.nap.edu/catalog/11463.html#toc. STEM = Science, Technology, Engineering, Mathematics

Gender differences in introductory university physics performance: The influence of high school physics preparation and affect

NASA Astrophysics Data System (ADS)

Hazari, Zahra Sana

The attrition of females studying physics after high school is a concern to the science education community. Most undergraduate science programs require introductory physics coursework. Thus, success in introductory physics is necessary for students to progress to higher levels of science study. Success also influences attitudes; if females are well-prepared, feel confident, and do well in introductory physics, they may be inclined to study physics further. This quantitative study using multilevel modeling focused on determining factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that influenced female and male performance in introductory university physics. The study controlled for some university/course level characteristics as well as student demographic and academic background characteristics. The data consisted of 1973 surveys from 54 introductory physics courses within 35 universities across the US. The results highlight high school physics and affective experiences that differentially influenced female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects, cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believed that high school physics would help in university physics. There were also experiences that had a similar influence on female and male performance. Positively related to performance were: covering fewer topics for longer periods of time, the history of physics as a recurring topic, physics-related videos, and test/quiz questions that involved calculations and/or were drawn from standardized tests. Negatively related to performance were: student-designed projects, reading/discussing labs the day before performing them, microcomputer based laboratories, discussion after demonstrations, and family's belief that science is a series of courses to pass. This study is a unique and noteworthy addition to the literature. The results paint a dynamic picture of the factors from high school physics and within the affective domain that influence students' future physics performance. The implication is that there are many aspects to the teaching of physics in high school that, although widely used and thought to be effective, need reform in their implementation in order to be beneficial to females and males in university.

Intensity and duration of physical efforts in Physical Education classes.

PubMed

Kremer, Marina Marques; Reichert, Felipe Fossati; Hallal, Pedro Curi

2012-04-01

To evaluate the intensity and duration of physical efforts in Physical Education classes in primary and secondary school. School-based cross-sectional study carried out by means of the observation of 218 Physical Education classes, including a total of 272 students (each one of the students was evaluated three times). The study was carried out in the city of Pelotas (Southern Brazil), between August and December 2009. In order to evaluate the intensity of the efforts, accelerometers were used and the following cut-off points were adopted (in counts per minute): sedentary activities (0-100), light activities (101-2,000), moderate (2,001-4,999), vigorous (5,000-7,999), and very vigorous activities (>8000). The mean duration of the classes was 35.6 minutes (SD 6.0). The mean proportion of time spent in moderate to vigorous physical activity was 32.7% (SD 25.2). Boys (44.1%) were involved significantly more in moderate to vigorous physical activity as compared to girls (21.0%; p<0.01). Students who practice physical activities outside the classes participated more in moderate to vigorous physical activity in the Physical Education classes. Besides the fact that Physical Education classes have a short duration, students practice moderate to vigorous physical activity during one third of the class, with a poor significant contribution to students' level of physical activity.

Effectiveness of the Sport Education Fitness Model on Fitness Levels, Knowledge, and Physical Activity

ERIC Educational Resources Information Center

Pritchard, Tony; Hansen, Andrew; Scarboro, Shot; Melnic, Irina

2015-01-01

The purpose of this study was to investigate changes in fitness levels, content knowledge, physical activity levels, and participants' perceptions following the implementation of the sport education fitness model (SEFM) at a high school. Thirty-two high school students participated in 20 lessons using the SEFM. Aerobic capacity, muscular…

The relationship between cultural individualism-collectivism and student aggression across 62 countries.

PubMed

Bergmüller, Silvia

2013-01-01

This study examined the relationship between countries' dominant cultural values (i.e., individualism and collectivism) and (a) school principals' perceptions of aggressive student behavior and (b) students' self-reports of being aggressively victimized in school. Data on student aggression and victimization were collected across 62 countries in nationally representative samples of fourth and eighth graders (N = 428,566) and their principals (N = 15,043) by the Trends in International Mathematics and Science Study (TIMSS) 2007. Students were asked about three forms of aggressive victimization: physical, verbal, and relational; principals about two forms of aggressive student behavior: physical and verbal. Country-level regression analyses revealed that the level of cultural individualism, according to the individualism index (IDV) by Hofstede, Hofstede, and Minkov (2010), was not significantly related to either form of student-reported victimization. However, school principals reported aggressive student behavior more often the more individualist, and hence less collectivist, their country's culture. This relation was evident in the principals' reports on 4th and 8th grade students' aggressive behavior for both physical and verbal aggression. Multilevel analyses revealed that cultural individualism was still a powerful predictor of principal-reported aggressive student behavior after controlling for school and country characteristics. The discussion outlines reasons why principals' reports of aggressive student behavior are probably more valid indicators of student aggression than student self-reports of victimization, thereby supporting the hypothesis of culture-dependency of aggression. © 2013 Wiley Periodicals, Inc.

Fitness Profiles and Activity Patterns of Entering College Students.

ERIC Educational Resources Information Center

Pierce, Edgar F.; And Others

1992-01-01

Entering college students were evaluated for performance on maximal oxygen consumption, body composition, muscle endurance, muscle strength, and joint flexibility tests to determine the relationship of physical activity patterns to fitness levels. Results supported previous research indicating reduced fitness levels in young adults. (SM)

Development of website for studying modern physics

NASA Astrophysics Data System (ADS)

Saehana, S.; Wahyono, U.; Darmadi, I. W.; Kendek, Y.; Widyawati, W.

2018-03-01

The purpose of this study is to produce a website in modern physics courses in order to increase student interest in physics learning. To determine the feasibility level of learning media then feasibility test to the product. The feasibility test carried out on the product is divided into three parts: material feasibility test, media feasibility test, and student response test. Based on the results of the test conducted the material obtained an average score of 3.72 and categorized very well. The result of media test that was obtained got the average score of 3.25 and categorized well. The result of the analysis of student's response to the twenty students of class A (fifth semester) of physics education program FKIP UniversitasTadulako obtained an average score of 3.16 with the good category. The results showed that the website developed can be used as one of the learning media that can support the learning process of students.

Spatial ability in secondary school students: intra-sex differences based on self-selection for physical education.

PubMed

Tlauka, Michael; Williams, Jennifer; Williamson, Paul

2008-08-01

Past research has demonstrated consistent sex differences with men typically outperforming women on tests of spatial ability. However, less is known about intra-sex effects. In the present study, two groups of female students (physical education and non-physical education secondary students) and two corresponding groups of male students explored a large-scale virtual shopping centre. In a battery of tasks, spatial knowledge of the shopping centre as well as mental rotation ability were tested. Additional variables considered were circulating testosterone levels, the ratio of 2D:4D digit length, and computer experience. The results revealed both sex and intra-sex differences in spatial ability. Variables related to virtual navigation and computer ability and experience were found to be the most powerful predictors of group membership. Our results suggest that in female and male secondary students, participation in physical education and spatial skill are related.

The Relationship between Sportsmanship Level of Secondary School Students and Their Success Regarding the Religious Culture and Knowledge of Ethics Course

ERIC Educational Resources Information Center

Koç, Yakup; Karabudak, Ahmet Alper Tunga

2017-01-01

This study aims to exhibit how the sportsmanship level of secondary school students relates to their success regarding the religious culture and knowledge of ethics course (RCKEC). The research was made on 609 students attending public schools in Erzincan city center during 2016 to 2017 academic year. "Physical Education Course…

Interest in STEM is contagious for students in biology, chemistry, and physics classes.

PubMed

Hazari, Zahra; Potvin, Geoff; Cribbs, Jennifer D; Godwin, Allison; Scott, Tyler D; Klotz, Leidy

2017-08-01

We report on a study of the effect of peers' interest in high school biology, chemistry, and physics classes on students' STEM (science, technology, engineering, and mathematics)-related career intentions and course achievement. We define an interest quorum as a science class where students perceive a high level of interest for the subject matter from their classmates. We hypothesized that students who experience such an interest quorum are more likely to choose STEM careers. Using data from a national survey study of students' experiences in high school science, we compared the effect of five levels of peer interest reported in biology, chemistry, and physics courses on students' STEM career intentions. The results support our hypothesis, showing a strong, positive effect of an interest quorum even after controlling for differences between students that pose competing hypotheses such as previous STEM career interest, academic achievement, family support for mathematics and science, and gender. Smaller positive effects of interest quorums were observed for course performance in some cases, with no detrimental effects observed across the study. Last, significant effects persisted even after controlling for differences in teaching quality. This work emphasizes the likely importance of interest quorums for creating classroom environments that increase students' intentions toward STEM careers while enhancing or maintaining course performance.

Measuring teacher effectiveness in physical education.

PubMed

Rink, Judith E

2013-12-01

This article summarizes the research base on teacher effectiveness in physical education from a historical perspective and explores the implications of the recent emphasis on student performance and teacher observation systems to evaluate teachers for physical education. The problems and the potential positive effects of using student performance scores as well as establishing a comprehensive evaluation program are explored with supportive evidence that some level of accountability is necessary in our field to make significant change.

Actions of the Burkina Faso women in physics working group at the University of Ouagadougou

NASA Astrophysics Data System (ADS)

Kafando, Pétronille; Zerbo, Issa

2013-03-01

At the University of Ouagadougou, the largest university in Burkina Faso, the percentage of female student enrollment in the Exact and Applied Sciences Unit was 5.1% (for all the levels) from 2006 to 2009-this rate was 2.3% for physics. For the same period, 22 women out of 455 students (4.8%) were enrolled in PhD (all the fields of the Exact and Applied Sciences Unit) and three women out of 180 students (1.7%) registered in physics PhD. During the 3rd IUPAP International Conference on Women in Physics in 2008, the Burkina Faso Working Group proposed some strategies to attract more women to physics and all the sciences. Some actions were initiated at the University of Ouagadougou as well as in secondary schools. These actions and the feedback of female students are presented.

Burnout among clinical dental students at Jordanian universities.

PubMed

Badran, D H; Al-Ali, M H; Duaibis, R B; Amin, W M

2010-04-01

Dentistry is a profession demanding physical and mental efforts as well as people contact, which can result in burnout. The level of burnout among 307 clinical dental students in 2 Jordanian universities was evaluated using the Maslach Burnout Inventory survey. Scores for the inventory's 3 subscales were calculated and the mean values for the students' groups were computed separately. Dental students in both universities suffered high levels of emotional exhaustion and depersonalization. The dental students at the University of Jordan demonstrated a significantly higher level of emotional exhaustion than their counterparts at the Jordan University of Science and Technology.

[Changes of physical functions among Chinese minority students from 1985 to 2005].

PubMed

Ma, Jun; Zhang, Ji; Wu, Shuang-sheng; Song, Yi; Hu, Pei-jin; Zhang, Bing

2009-10-01

To study the changes of physical functions among minority students in China from 1985 to 2005, to provide evidence for health promotion to the minority students in the country. Using data from the Chinese national survey on students physical fitness and health from 1985 to 2005, we analyzed the physical functions of 15 minority groups from primary and secondary schools, including Mongolian, Hui, Uygur, Zhuang, Korean, Tibetan, Yao, Li, Qiang, Buyi, Dong, Miao, Tu, Salar, Kirgiz, aged 7 - 18 years old. Some of the minority students had the higher levels of physiological functions and athletic ability, but some indicators decreased significantly. In terms of items related to 'speed', most of the minority boys and girls improved, but items related to 'endurance' or'vital capacity', were significantly declining. Part of the minority students had better 'endurance' than students of Han ethnicity in the cities. All the indicators of athletic ability declined in schoolboys and schoolgirls of Korean ethnicity. Kirgiz students were outstanding in vital capacity and speed quality while Uighur students had better physical development and vital capacity, but were poorer in running and jumping, reflecting the weakness of explosive power of lower limbs. On the contrary, Li and Zhuang students had shown a very good quality in running, jumping, male shoulder muscular strength and endurance items, etc. The physical functions and the athletic ability of the minority students in China had the advantages and characteristics, which might be related to their living environment and habits.

Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

Burnley, P. C.; Thomas, S.; Honn, D. K.

2011-12-01

We are assembling a group of web-based educational modules for a course entitled "Introduction to Mineral Physics". Although the modules are designed to function as part of a full semester course, each module will also be able to stand alone. The modules are targeted at entry level graduate students and advanced undergraduate students. Learning outcomes for the course are being developed in consultation with educators throughout the mineral physics community. Potential users include mineral physicists teaching "bricks and mortar" graduate classes at their own institutions, mineral physicists teaching graduate classes in a distance education setting, mineralogy teachers interested in including supplementary material in their undergraduate mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other subdisciplines who wish to brush up on mineral physics topics. The modules reside on the Science Education Resource Center at Carleton College web site in the On the Cutting Edge - Teaching Mineralogy collection. Links to the materials will be posted on the Consortium for Materials Properties Research in Earth Sciences website. The modules will be piloted in a graduate level distance education course in mineral physics taught from UNLV during the spring 2012 semester. This course and others like it can address the current problems faced by faculty in state universities where rising minimum enrollments are making it difficult to teach a suitable graduate course to incoming students.

Exercise behaviour and attitudes among fourth-year medical students at the University of British Columbia.

PubMed

Holtz, Kaila A; Kokotilo, Kristen J; Fitzgerald, Barbara E; Frank, Erica

2013-01-01

To describe the physical activity (PA) levels and counseling attitudes of Canadian undergraduate medical students. Online or paper survey. The University of British Columbia (UBC). Fourth-year medical students at UBC from 2007 to 2010. Physical activity levels, relationship between exercise behaviour and attitudes toward counseling, and student perception of training in the area of exercise prescription. A total of 546 out of 883 students participated in the survey (62% response rate). Sixty-four percent of students met the Canadian Society for Exercise Physiology 2011 recommendations for PA. Attitudes toward healthy living were related to PA levels, but the rate of counseling patients about exercise was not; however, students who engaged in more strenuous PA were more likely to perceive exercise counseling as being highly relevant to future clinical practice (P = .018). Overall, 69% of students perceived exercise counseling to be highly relevant to clinical practice, but 86% thought that their training in this area was less than extensive. Fourth-year UBC medical students engage in more strenuous PA than average age-matched Canadians, which affects their attitudes toward perceived future counseling practices. Encouraging more student participation in strenuous PA and encouraging academic training in the area of exercise counseling might be important next steps in preparing future physicians to effectively prescribe exercise to their patients.

Student-Student Relations from the Teacher versus Student Perspective: A Multi-Level Confirmatory Factor Analysis

ERIC Educational Resources Information Center

Heemsoth, Tim; Retelsdorf, Jan

2018-01-01

Educational research emphasizes the advantages of multimethod designs. However, if the design comprises different perspectives, the question of construct validity emerges. We related this question to student and teacher ratings of student-student relations, which are of high interest in research on physical education. In our study, 2,160 students…

A pedagogical derivation of the matrix element method in particle physics data analysis

NASA Astrophysics Data System (ADS)

Sumowidagdo, Suharyo

2018-03-01

The matrix element method provides a direct connection between the underlying theory of particle physics processes and detector-level physical observables. I am presenting a pedagogically-oriented derivation of the matrix element method, drawing from elementary concepts in probability theory, statistics, and the process of experimental measurements. The level of treatment should be suitable for beginning research student in phenomenology and experimental high energy physics.

Prevalence and Predictors of Anxiety in Doctor of Physical Therapy Students.

PubMed

Macauley, Kelly; Plummer, Laura

2017-01-01

Anxiety is a condition with multiple physical manifestations and sequelae, including negatively impacting learning. The prevalence of anxiety and the factors that predict it in health professions students are unknown. The current study assessed the prevalence of anxiety in DPT students and examined the predictors of anxiety. The findings showed high student anxiety levels that were analogous to military recruits. Female gender and low GPA were predictors of anxiety in the sample. Further research is necessary to determine other factors that contribute to anxiety so that interventions to reduce anxiety in health professions students can be initiated.

Assessing the Integration of Computational Modeling and ASU Modeling Instruction in the High School Physics Classroom

NASA Astrophysics Data System (ADS)

Aiken, John; Schatz, Michael; Burk, John; Caballero, Marcos; Thoms, Brian

2012-03-01

We describe the assessment of computational modeling in a ninth grade classroom in the context of the Arizona Modeling Instruction physics curriculum. Using a high-level programming environment (VPython), students develop computational models to predict the motion of objects under a variety of physical situations (e.g., constant net force), to simulate real world phenomenon (e.g., car crash), and to visualize abstract quantities (e.g., acceleration). The impact of teaching computation is evaluated through a proctored assignment that asks the students to complete a provided program to represent the correct motion. Using questions isomorphic to the Force Concept Inventory we gauge students understanding of force in relation to the simulation. The students are given an open ended essay question that asks them to explain the steps they would use to model a physical situation. We also investigate the attitudes and prior experiences of each student using the Computation Modeling in Physics Attitudinal Student Survey (COMPASS) developed at Georgia Tech as well as a prior computational experiences survey.

The relative role of "A" level chemistry, physics and biology in the medical course.

PubMed

Tomilson, R W; Clack, G B; Pettingale, K W; Anderson, J; Ryan, K C

1977-03-01

The performance of 209 students in the 2nd MBBS, first clinical year and final MBBS examinations has been compared retrospectively with their grades in chemistry, physics and biology at "A" level. The mean grade has also been determined for students from different social classes and secondary education. Significant differences in marks for biology were found between successful and not so successful students, especially in the pre-clinical part of the course. Significnat differences in marks and significant correlations were also found for physics but not to any great extent for chemistry. The relative role of these three basic sciences in the medical course is discussed. The suggestion is made that there is a need for a re-appraisal of the privleged position of chemistry and an unquestioned science requirement for entry to medical school.

Physics and Engineering

ERIC Educational Resources Information Center

Jackson, G.

1972-01-01

Describes attempts in Britain to unite physics and technical studies in the new GCE A level engineering students (college bound). (Advocates more interdisciplinary efforts and greater use of mathematics.) (TS)

Comprehensive Assessment of the Psychological Burden for Students in Physical Education Classes in Chinese Universities.

PubMed

Wei, Xuemei; Liu, Zhen

2018-05-15

BACKGROUND Physical education (PE) is part of the curriculum in Chinese universities. The psychological burden, or anxiety levels, for students in PE classes, can result from several factors, including teaching content, teaching environment, and the organization of the teaching methods. The aim of this study was to assess the psychological burden on students in PE classes in Chinese universities. MATERIAL AND METHODS The study included 400 students (200 men and 200 women) from a Chinese university, who participated in PE classes. The distribution of the levels of psychological burden associated with PE was assessed using subjective measurements and a fuzzy comprehensive evaluation method that to provide an integrated framework combining the results of judgments made at multiple stages of the evaluation process. RESULTS Of the 400 study participants who attended PE classes, 61.5% of male students and 47.5% of female students coped well or very well when dealing with the perceived psychological burden; 33.5% of male students and 42.5% of female students reported a medium level of psychological burden. Few students reported a high level of psychological burden associated with PE classes. The average psychological burden in female students was greater than for male students who participated in PE classes. CONCLUSIONS The combination of subjective measurement of the psychological burden associated with PE classes by university students in China, combined with a fuzzy comprehensive evaluation method showed that female university students might require more support than male students to overcome any psychological burden associated with PE classes.

Framework for understanding the patterns of student difficulties in quantum mechanics

NASA Astrophysics Data System (ADS)

Marshman, Emily; Singh, Chandralekha

2015-12-01

[This paper is part of the Focused Collection on Upper Division Physics Courses.] Compared with introductory physics, relatively little is known about the development of expertise in advanced physics courses, especially in the case of quantum mechanics. Here, we describe a framework for understanding the patterns of student reasoning difficulties and how students develop expertise in quantum mechanics. The framework posits that the challenges many students face in developing expertise in quantum mechanics are analogous to the challenges introductory students face in developing expertise in introductory classical mechanics. This framework incorporates both the effects of diversity in upper-level students' prior preparation, goals, and motivation in general (i.e., the facts that even in upper-level courses, students may be inadequately prepared, have unclear goals, and have insufficient motivation to excel) as well as the "paradigm shift" from classical mechanics to quantum mechanics. The framework is based on empirical investigations demonstrating that the patterns of reasoning, problem-solving, and self-monitoring difficulties in quantum mechanics bear a striking resemblance to those found in introductory classical mechanics. Examples from research in quantum mechanics and introductory classical mechanics are discussed to illustrate how the patterns of difficulties are analogous as students learn to unpack the respective principles and grasp the formalism in each knowledge domain during the development of expertise. Embracing such a framework and contemplating the parallels between the difficulties in these two knowledge domains can enable researchers to leverage the extensive literature for introductory physics education research to guide the design of teaching and learning tools for helping students develop expertise in quantum mechanics.

Development of students' interest in particle physics as effect of participating in a Masterclass

NASA Astrophysics Data System (ADS)

Gedigk, Kerstin; Pospiech, Gesche

2016-05-01

The International Hands On Particle Physics Masterclasses are enjoying increasing popularity worldwide every year. In Germany a national program was brought to live in 2010, which offers these appreciated events to whole classes or courses of high school students all over the year. These events were evaluated concerning the issues of students' interest in particle physics and their perception of the events. How several interest variables interact with each other and the perception of the events is answered by structural equation modelling (sect. 5.2). The results give information about the events' effects on the students' interest development in particle physics, show which event features are important ( e.g. the authenticity) and give information about practical approaches to improve the effects of the Masterclasses. Section 5.3 deals with a group of participants which have a high interest in particle physics 6-8 weeks after the participation. The number of these students is remarkable large, with 26% of all participants. The investigation of this group shows that the Masterclass participation has the same positive effect on both sexes and all levels of physics education.

Active Learning in a Large General Physics Classroom.

NASA Astrophysics Data System (ADS)

Trousil, Rebecca

2008-04-01

In 2004, we launched a new calculus-based, introductory physics sequence at Washington University. Designed as an alternative to our traditional lecture-based sequence, the primary objectives for this new course were to actively engage students in the learning process, to significantly strengthen students' conceptual reasoning skills, to help students develop higher level quantitative problem solving skills necessary for analyzing ``real world'' problems, and to integrate modern physics into the curriculum. This talk will describe our approach, using The Six Ideas That Shaped Physics text by Thomas Moore, to creating an active learning environment in large classes as well as share our perspective on key elements for success and challenges that we face in the large class environment.

Service Learning In Physics: The Consultant Model

NASA Astrophysics Data System (ADS)

Guerra, David

2005-04-01

Each year thousands of students across the country and across the academic disciplines participate in service learning. Unfortunately, with no clear model for integrating community service into the physics curriculum, there are very few physics students engaged in service learning. To overcome this shortfall, a consultant based service-learning program has been developed and successfully implemented at Saint Anselm College (SAC). As consultants, students in upper level physics courses apply their problem solving skills in the service of others. Most recently, SAC students provided technical and managerial support to a group from Girl's Inc., a national empowerment program for girls in high-risk, underserved areas, who were participating in the national FIRST Lego League Robotics competition. In their role as consultants the SAC students provided technical information through brainstorming sessions and helped the girls stay on task with project management techniques, like milestone charting. This consultant model of service-learning, provides technical support to groups that may not have a great deal of resources and gives physics students a way to improve their interpersonal skills, test their technical expertise, and better define the marketable skill set they are developing through the physics curriculum.

Is classical mechanics a prerequisite for learning physics of the 20th century?

NASA Astrophysics Data System (ADS)

Walwema, Godfrey B.; French, Debbie A.; Verley, Jim D.; Burrows, Andrea C.

2016-11-01

Physics of the 20th century has contributed significantly to modern technology, and yet many physics students are never availed the opportunity to study it as part of the curriculum. One of the possible reasons why it is not taught in high school and introductory physics courses could be because curriculum designers believe that students need a solid background in classical mechanics and calculus in order to study physics of the 20th century such as the photoelectric effect, special and general relativity, the uncertainty principle, etc. This presumption may not be justifiable or valid. The authors of this paper contend that teaching physics of the 20th century aids students in relating physics to modern technology and the real world, making studying physics exciting. In this study, the authors correlated scores for matched questions in the Mechanics Baseline Test and a physics of the 20th century test in order to examine the trend of the scores. The participants included undergraduate students attending an introductory algebra-based physics course with no intention of taking physics at a higher level. The analysis of the scores showed no significant correlation for any of the matched pairs of questions. The purpose of this article is to recommend that even without a solid background in classical mechanics, teachers can introduce physics of the 20th century to their students for increased interest.

Implementing Peer Assessment in a Post-Secondary (16-18) Physics Classroom

ERIC Educational Resources Information Center

Chetcuti, Deborah; Cutajar, Catherine

2014-01-01

This study explores the implementation of peer assessment with a group of students studying physics at Advanced level in a post-secondary school in Malta. The study that draws on action research methodology looks at how the views of students regarding peer assessment evolve as they engage with peer assessment. The research involved the actual…

Junior High School Physics: Using a Qualitative Strategy for Successful Problem Solving

ERIC Educational Resources Information Center

Mualem, Roni; Eylon, Bat Sheva

2010-01-01

Students at the junior high school (JHS) level often cannot use their knowledge of physics for explaining and predicting phenomena. We claim that this difficulty stems from the fact that explanations are multi-step reasoning tasks, and students often lack the qualitative problem-solving strategies needed to guide them. This article describes a new…

Declining Physical Activity Levels as an Unintended Consequence of Abolishing Mandatory Campus Service Fees

ERIC Educational Resources Information Center

Jones, Sandra C.; Barrie, Lance

2011-01-01

Objective: This study investigates the effect of the introduction of voluntary student unionism and subsequent increase in campus facility fees on engagement in physical activity on campus. Participants: Participants were 1,904 students from a large regional NSW (Australia) university across 3 time periods (926 in 2005, 504 in 2006, and 474 in…

The New Method of Problem Solving in Physics Education by Using SCORM-Compliant Content Package

ERIC Educational Resources Information Center

Gonen, Selahattin; Basaran, Bulent

2008-01-01

In this article, two basic purposes are presented. First, taking effective feedbacks in the electronic learning environment about the learning level of students at the problem solving which are told in physics lessons and laboratories. Second, providing a possibility for students to repeat the subjects and solved problems by watching and…

Yoga for PE: Engaging High School Students Physically and Mentally

ERIC Educational Resources Information Center

Otto, Victoria

2014-01-01

The administration and community used to place little or no value on physical education and attendance, and attitudes toward our profession were stereotypical and disrespectful. Yet, at some level, there were people quietly longing for a change. This article describes how the author used her passion for yoga to win over her students and,…

Coupled Pendulums: A Physical System for Laboratory Investigations at Upper Secondary School

ERIC Educational Resources Information Center

Picciarelli, Vittorio; Stella, Rosa

2010-01-01

The topic of coupled oscillations is rich in physical content which is both interesting and complex. The study of the time evolution of coupled oscillator systems involves a mathematical formalization beyond the level of the upper secondary school student's competence. Here, we present an original approach, suitable even for secondary students, to…

Doing Research in School: Physics Inquiry in the Zone of Proximal Development

ERIC Educational Resources Information Center

Kapon, Shulamit

2016-01-01

Research experience is increasingly considered an important component of science education at the secondary school and undergraduate levels. This paper presents a case study of students learning in a unique apprenticeship model in which students are engaged in long-term (18 month) open-ended research projects in physics that are done at the…

Using Animations in Identifying General Chemistry Students' Misconceptions and Evaluating Their Knowledge Transfer Relating to Particle Position in Physical Changes

ERIC Educational Resources Information Center

Smith, K. Christopher; Villarreal, Savannah

2015-01-01

This article reports on the types of views and misconceptions uncovered after assessing 155 freshman general chemistry students on the concept of particle position during the reversible physical change of melting, using the Melting Cycle Instrument, which illustrates particulate-level representations of a melting-freezing cycle. Animations…

Faraday's Principle and Air Travel in the Introductory Labs

ERIC Educational Resources Information Center

Abdul-Razzaq, Wathiq; Thakur, Saikat Chakraborty

2017-01-01

We all know that we must improve the quality of teaching in science at all levels. Not only physicists but also many students from other areas of study take the introductory physics courses in college. Physics introductory laboratories (labs) can be one of the best tools to help these students understand applications of scientific principles that…

In sport and now in medical school: examining students’ well-being and motivations for learning

PubMed Central

Mosewich, Amber

2017-01-01

Objectives To investigate relationships between students’ past level of involvement in physical activity/sport and their motivations for learning (achievement goals) and well-being in medical school. In doing so, we provide evidence to medical programs to inform admission processes and curriculum planning. Methods A cross-sectional study was conducted. Out of 640 medical students, 267 completed an online questionnaire with measures of: achievement goals, academic burnout, physical activity/sport involvement, and demographics. Data were analyzed using descriptive and inferential statistics (frequency, mean, standard deviation, chi-square test, Cronbach alpha, Spearman correlation). Results Students who had pursued physical activity/sport at higher levels of involvement had lower academic burnout scores and endorsed maladaptive achievement goals to a less degree. Specifically, the level of students’ involvement in physical activity/sport was negatively correlated with academic burnout (r=-0.15, p=0.014) and with achievement goals of performance approach (r=-0.15, p=0.014), performance avoidance (r=-0.21, p=0.001), and mastery avoidance (r=-0.24, p<0.001). Conclusions Pursuit of dedicated personal activities such as sport appears to be associated with the desired quality of motivation and well-being of medical students. A school culture that fosters resilience of newly admitted students through extracurricular activities and raises students’ awareness of maladaptive and adaptive achievement goals is likely to be beneficial in addressing academic burnout and improving the mental health of medical students.   PMID:28968223

The impact of financial circumstances on student health.

PubMed

Jessop, Donna C; Herberts, Carolina; Solomon, Lucy

2005-09-01

To explore the impact of students' financial circumstances on their mental and physical health. The study employed a correlational design. An opportunity sample of 89 British students and 98 Finnish students completed a questionnaire which assessed their amount of debt, financial concerns, mental and physical health, smoking and drinking behaviours, work in addition to study, and perceptions of control. British students reported greater levels of debt and financial concern than Finnish students. They also reported significantly worse mental and physical health on a variety of dimensions. Financial concern was a significant linear predictor of mental and physical health, with increased financial concern being consistently associated with worse health. There was no evidence that students' smoking or drinking behaviour, work in addition to study, or perceptions of control substantially mediated the relationship between financial concern and health. The results support the position that students' financial circumstances might have serious implications for their health. It is proposed, therefore, that recent changes in government funding policies for students could have a negative impact on student health and exacerbate finance-related health inequalities. Further research is required to identify factors that may mediate or moderate the impact of financial concern on health.

Students' Views About Potentially Offering Physics Courses Online

NASA Astrophysics Data System (ADS)

Ramlo, Susan E.

2016-06-01

Nationally, many public universities have started to move into the online course and program market that is most often associated with for-profit institutions of higher education. Administrators in public universities make statements regarding benefits to students' desire for flexibility and profit margins related to online courses. But do students attending a large public university want to take courses online especially science courses perceived to be difficult such as freshmen-level physics courses? This study took place at a large, public, Midwestern university and involved students enrolled in the first semester of a face-to-face, flipped physics course for engineering technology majors. Statements were collected from comments about online courses made by the university's administration and students in the course. Twenty students sorted 45 statements. Two student views emerged with one rejecting online courses in general and the other primarily rejecting online math, science, and technology courses, including physics. Students' descriptions of their previous online course experiences were used to inform the analyses and to assist in describing the two views that emerged in conjunction with the distinguishing statements. Consensus among the two views is also discussed. Overall, the results indicate a potential divergence between student views and what university administrators believe students want.

Measurement in Physical Education. 5th Edition.

ERIC Educational Resources Information Center

Mathews, Donald K.

Concepts of measurement in physical education are presented in this college-level text to enable the preservice physical education major to develop skills in determining pupil status, designing effective physical activity programs, and measuring student progress. Emphasis is placed upon discussion of essential statistical methods, test…

EDITORIAL: Physics competitions Physics competitions

NASA Astrophysics Data System (ADS)

Jordens, H.; Mathelitsch, L.

2009-11-01

1. Physics competitions: aims and realizations One aim of physics competitions is to increase the interest of young students, primarily at upper secondary level, to physics and natural sciences in general. A competition has motivational aspects known usually from sports events or games—comparing one's own ability with others, of course with the desire to be better and to win. If competitions reach nationwide and even international levels, additional stimulation is created. Competitions provide greatest attraction to possible winners, to the group of gifted people in a particular field. This implies that science contests are excellent tools for the promotion of talented students. Traditional teaching has been shown to have problems in supporting this group of students. Very often teachers are overstretched with the demands of teaching both low- and high-level students. Extracurricular activities are therefore a good chance to relieve the teacher, and to give talented students the opportunity for appropriate training and challenge. The competitions, however, have a broader impact and address more young people than one might guess from the statements above. Training courses and selection at school level give a larger group of students extra and, to some extent, complimentary education in physics. The degree of complexity of the tasks corresponds very often to the standards of the next level of education in the school system. Interestingly, many physics competitions have their origin in countries beyond the former Iron Curtain. They started as regional and national tournaments, were joined by neighbouring countries and have grown, in some cases, to events with participants from more than 80 countries. Although the features mentioned above are common to the different competitions, there are distinct differences between them [1]. The International Physics Olympiad (IPhO) is the oldest international physics competition for students at upper secondary level [2]. It dates back to 1967, when the first Olympiad was organized in Warsaw, Poland. Today this Olympiad is a worldwide enterprise, and in the 2008 competition in Hanoi, Vietnam, students from 82 countries took part. An overview of the problems and a summary of the results of this Olympiad are given in the first paper, prepared by the organizers of the competition [3]. The students work on four or five different problems, three theoretical ones on one day, and one or two experimental tasks on another. On each day, they have five hours to accomplish their tasks. The problems are prepared by the local organizer, usually a team of physicists from universities in the home country. The level is set by an international syllabus, and the content and wording of the problems have to be agreed by a majority of the supervisors (one from each participating country) in an initial meeting. Afterwards the tasks are translated into the various languages of the competitors; the students also write their results in their own language. The number of awards (gold, silver and bronze, as well as honorable mentions) varies from competition to competition, since it depends on the number of participants. A team consists of at most five students, but they do not act as a team—they work independantly. The selection process in individual countries varies, but is usually executed in several steps, starting from school competitions and going on to regional and national ones. Training courses are often organized on the same levels. Big differences can be seen in training courses at the highest level, the duration ranging from one week to several months. The International Young Physicists Tournament (IYPT) is completely different in spirit [4]. Whereas the students work individually in the Olympiad, IYPT is a competition between teams. In addition, the 17 tasks are known almost a year in advance. The problems are very open, allow for different approaches and include experimental as well as theoretical work. The students are allowed to use any method they like, are coached by teachers, and are encouraged to ask for help from experts at research centres or universities. Finally, they must prepare a 12-minute presentation. A tournament consists of different contests. In each contest, three teams are involved: the reporting team is challenged by an opponent team to present a task. This presentation is then criticized by the opponent, pointing out merits and possible weak parts. The discussion between the two representatives of the teams is a central element of a contest. The third team acts as reviewer, giving final comments on the performances of the contesting teams. At the end, a jury grades the performances of all three teams. Then, the different roles of the teams rotate, and the students also rotate roles within the teams. The competition started in the former Soviet Union in 1988 and became international for the first time in 1994 when it was organized in Groningen, The Netherlands. In the 2008 tournament in Trogir, Croatia, teams from 24 countries participated [5]. Since this tournament is younger and less known, the national pre-selections are not as well established and numerous as for the Olympiad. Also, the training is different: in addition to developing experimental skills and physical understanding of the problems, the students must organize their performances, share work and responsibilities, and must train in the techniques of presentation and debate (in English). The winner of the tournament in Croatia was the team from Germany. Their presentation in the finals was an experimental and theoretical investigation into the Kaye effect. The students wrote up their presentation, and it is reproduced here as the second paper in this special section. Again, different in spirit and aim is 'First Step to Nobel Prize in Physics' [6]. This competition started in 1991 in Poland and encourages students to take their first steps in physics research. Students of 20 years old or less are invited to present their research and results as a paper, in the style typically published by scientific journals. The student is allowed to choose a topic within the broad scope of physics, including cross-over fields such as astro- or biophysics. In 2008 over 2000 papers were submitted and 25 awards were given. In line with 'First Step' is the International Conference for Young Scientists (ICYS) [7]. The conference started in 1994 in Viségrad, Hungary. Here too, the participants present the results of their research, not by submitting a research paper but by giving a presentation to an audience of peers and a jury of specialists. The subjects of the presentations are in physics, mathematics, computer science, environmental sciences, engineering or life sciences. The jury awards the presentations according to the level of the content and the presentation. The last three competitions presented here are younger and did not start within Eastern European countries. The International Olympics of Astrophysics and Astronomy (IOAA) was organized for the second time in Bandung, Indonesia in 2008 and 24 countries participated [8]. As the title of the competition indicates, problems are directed towards theoretical and experimental aspects of astronomy. A little bit older is the European Union Science Olympiad (EUSO) [9]. This started in 2001, but the first competition took place in Dublin, Ireland, in 2003. The last competition was organized in March-April 2009 in Murcia, Spain. This competition addresses younger students, aged 17 years or less. It tries to combine biology, chemistry and physics. Although the problems are formulated in an interdisciplinary way, the students remain specialists, one in physics and the others in biology and chemistry. For even younger students, there is the International Junior Science Olympiad (IJSO) [10]. This competition started in December 2004 on the initiative of Professor Masno Ginting from Indonesia. The last competition took place in Changwon, South Korea, where over 50 countries were represented. The aim of this Olympiad is similar to EUSO, but on top of teamwork, members also have to participate in an individual test. Because of the importance of these international competitions for physics education, and also because of their growing number, it was seen as useful to found an umbrella organization, the World Federation of Physics Competitions (WFPhC), which would undertake tasks common to most of the competitions [11]. These are: To stimulate talent for physics by means of physics competitions in secondary schools; To stimulate meetings and conferences where people interested in physics competitions can develop and interchange their ideas within their home country; To afford the opportunity to, in particular by means of the foundation's periodical, exchange publications in the field of physics teaching; To acknowledge the merits of people who have contributed greatly to the goals of the Federation, through a WFPhC award; To afford assistance and support to countries that wish to organize physics competitions by putting them in contact with experienced countries; To promote physics and to encourage youngsters interested in physics. The WFPhC was founded in 1999 and the first and acting president is Hans Jordens, one of the authors of this article. The Federation edits a publication twice a year with an extensive collection of former or recent tasks and solutions, as well as organizational matters. It organizes every other year a Congress during which an award is giving to a person who has contributed greatly to the goals of the Federation. So far this award has been given to three people: Gunter Lind (Germany), Gunnar Tibell (Sweden) and posthumously to Waldemar Gorzkowski (Poland). 2. Physics competitions and European Journal of Physics The aim of European Journal of Physics is 'to assist in maintaining and improving the standard of taught physics in universities and other institutes of higher education'. One point, among others, is to publish 'descriptions of successful and original student projects, experimental, theoretical or computational'. This comes close to the tasks and student work carried out in physics competitions. Physics educators at university level are usually aware of the existence of such competitions, but the majority, with the few exceptions of those involved in these competitions, lack knowledge of what is actually going on, and how high levelled the performances are. Therefore, it is not obvious to them that these competitions could be useful for university teaching, and could be sources of interesting and novel examples for labs and theoretical exercises. Each physics department wants to attract good students or, in other words, wants talented students to choose physics as their first subject of study. Experience has shown that physics competitions can assist in meeting this demand. Not only do students involved in the competitions beoome more inclined to study physics, their experimental and theoretical knowledge is far beyond that of typical students. Therefore it would be of mutual interest to intensify the bonds between physics competitions and universities. The publication of tasks and solutions to problems from physics competitions may serve several purposes: Competitions and especially their high quality can be communicated to a very broad audience of physicists. University teachers could be encouraged to implement these problems in their lectures, exercises and labs, mainly at the undergraduate level, theoretically as well as experimentally. The previous point is even more important for the education of physics teachers. Ongoing physics teachers should know in detail the different competitions and their specific goals and problems. The winners of the competitions get greater publicity, which in turn could create additional attraction to future participants. As an example of the second point, the successful application of competition tasks has been implemented at the University Ljubljana, Slovenia: in the final paper of the set, Gorazd Planinsic reports on the adoption of IYPT problems in introductory labs. 3. Outlook This collection of papers gives information about physics competitions and can provide physics teachers, in particular at university level, with ideas, examples and exercises to implement in their teaching. Since this combined presentation is a first for European Journal of Physics (and perhaps for other journals, at least to our knowledge), it would be very helpful to get feedback. In particular, we would be interested to receive answers to the following questions: Did you find these papers interesting and/or useful and should European Journal of Physics continue publishing annotated examples of physics competitions on an annual basis? Which parts were of special interest to you and which parts were not adequate or useful at all? Should we extend these projects including examples from other competitions (for example, the Olympiad on Astrophysics and Astronomy)? Do you know of other examples, where physics competitions were included in university teaching? If yes, please inform us and give references. Please send your feedback to h.jordens@rug.nl or leopold.mathelitsch@uni-graz.at. References [1] Tibnell G 2008 Student's skills developed by participation in international physics competitions GIREP/MPTL Conference: Physics Curriculum Design, Development and Validation, Nicosia, Cyprus, 2008 [2] http://www.jyu.fi/ipho [3] http://ipho2008.hnue.edu.vn/ [4] http://www.iypt.org [5] http://www.hfd.hr/iypt2008/ [6] http://www.ifpan.edu.pl/firststep/ [7] http://metal.elte.hu/~icys/ [8] http://ioaa.info/ioaa2007/ [9] http://www.euso.dcu.ie/euso/home/index.htm [10] http://www.ijso-official.org/ [11] http://info.ifpan.edu.pl/wfphc/

Using assessments to investigate and compare the nature of learning in undergraduate science courses.

PubMed

Momsen, Jennifer; Offerdahl, Erika; Kryjevskaia, Mila; Montplaisir, Lisa; Anderson, Elizabeth; Grosz, Nate

2013-06-01

Assessments and student expectations can drive learning: students selectively study and learn the content and skills they believe critical to passing an exam in a given subject. Evaluating the nature of assessments in undergraduate science education can, therefore, provide substantial insight into student learning. We characterized and compared the cognitive skills routinely assessed by introductory biology and calculus-based physics sequences, using the cognitive domain of Bloom's taxonomy of educational objectives. Our results indicate that both introductory sequences overwhelmingly assess lower-order cognitive skills (e.g., knowledge recall, algorithmic problem solving), but the distribution of items across cognitive skill levels differs between introductory biology and physics, which reflects and may even reinforce student perceptions typical of those courses: biology is memorization, and physics is solving problems. We also probed the relationship between level of difficulty of exam questions, as measured by student performance and cognitive skill level as measured by Bloom's taxonomy. Our analyses of both disciplines do not indicate the presence of a strong relationship. Thus, regardless of discipline, more cognitively demanding tasks do not necessarily equate to increased difficulty. We recognize the limitations associated with this approach; however, we believe this research underscores the utility of evaluating the nature of our assessments.

Examining the postural awareness and flexibility changes in physical therapy students who took clinical Pilates class.

PubMed

Atilgan, Esra; Tarakci, Devrim; Mutluay, Fatma

2017-01-01

This study aimed to evaluate postural awareness and changes in posture and flexibility of students who took Clinical Pilates class as an elective course at the undergraduate level. The study conducted from 2013-2016 included 98 students who took Clinical Pilates class at the Department of Physical Therapy and Rehabilitation, School of Health Sciences, Istanbul Medipol University, Turkey. The flexibility levels of the study participants were measured before and after the Clinical Pilates education using finger-to-floor test and modified Schober's test. Observational posture analysis and postural awareness were recorded using the scale prepared by the researchers. The post-education evaluations showed that postural distortions were fixed, and a significant increase in the postural awareness of the students was observed compared with the pre-education period. The results of both modified Schober's test and finger-to-floor test, which were used to measure the flexibility levels, showed a statistically significant increase in post-education scores compared with those of the pre-education period. This study showed that the Clinical Pilates course increased postural awareness and flexibility of physical therapy students and fixed postural distortions. Thus, the inclusion of Clinical Pilates class in the undergraduate education is considered to be important.

Examining the postural awareness and flexibility changes in physical therapy students who took clinical Pilates class

PubMed Central

Atilgan, Esra; Tarakci, Devrim; Mutluay, Fatma

2017-01-01

Objective: This study aimed to evaluate postural awareness and changes in posture and flexibility of students who took Clinical Pilates class as an elective course at the undergraduate level. Methods: The study conducted from 2013-2016 included 98 students who took Clinical Pilates class at the Department of Physical Therapy and Rehabilitation, School of Health Sciences, Istanbul Medipol University, Turkey. The flexibility levels of the study participants were measured before and after the Clinical Pilates education using finger-to-floor test and modified Schober’s test. Observational posture analysis and postural awareness were recorded using the scale prepared by the researchers. Results: The post-education evaluations showed that postural distortions were fixed, and a significant increase in the postural awareness of the students was observed compared with the pre-education period. The results of both modified Schober’s test and finger-to-floor test, which were used to measure the flexibility levels, showed a statistically significant increase in post-education scores compared with those of the pre-education period. Conclusion: This study showed that the Clinical Pilates course increased postural awareness and flexibility of physical therapy students and fixed postural distortions. Thus, the inclusion of Clinical Pilates class in the undergraduate education is considered to be important. PMID:28811786

Using Assessments to Investigate and Compare the Nature of Learning in Undergraduate Science Courses

PubMed Central

Momsen, Jennifer; Offerdahl, Erika; Kryjevskaia, Mila; Montplaisir, Lisa; Anderson, Elizabeth; Grosz, Nate

2013-01-01

Assessments and student expectations can drive learning: students selectively study and learn the content and skills they believe critical to passing an exam in a given subject. Evaluating the nature of assessments in undergraduate science education can, therefore, provide substantial insight into student learning. We characterized and compared the cognitive skills routinely assessed by introductory biology and calculus-based physics sequences, using the cognitive domain of Bloom's taxonomy of educational objectives. Our results indicate that both introductory sequences overwhelmingly assess lower-order cognitive skills (e.g., knowledge recall, algorithmic problem solving), but the distribution of items across cognitive skill levels differs between introductory biology and physics, which reflects and may even reinforce student perceptions typical of those courses: biology is memorization, and physics is solving problems. We also probed the relationship between level of difficulty of exam questions, as measured by student performance and cognitive skill level as measured by Bloom's taxonomy. Our analyses of both disciplines do not indicate the presence of a strong relationship. Thus, regardless of discipline, more cognitively demanding tasks do not necessarily equate to increased difficulty. We recognize the limitations associated with this approach; however, we believe this research underscores the utility of evaluating the nature of our assessments. PMID:23737631

A school-based health promotion program for stressed nursing students in Taiwan.

PubMed

Hsieh, Pei-Lin

2011-09-01

: Nursing students face both clinical and academic stress. Extensive theoretical and research literature suggests that peer support and regular exercise are critically important and can efficiently manage stress for nursing students. : The purpose of this study was to investigate the effect of a school-based health promotion program in a group physical activity intervention and peer support program for stressed nursing students. : This study used a quasi-experimental design to collect information and collected data from a stress questionnaire, semistructured questionnaire, and group discussion. Participants included 77 nursing students at an institute of technology in northern Taiwan. Participants were randomly assigned into experimental (n = 37) and control (n = 40) groups. Program duration was 16 weeks. Participants were selected based on their assessment results as having moderate or severe levels of stress. All participants in the experimental group took part in a group physical activity for 30 minutes three times a week. Eight weeks later, the researcher invited each group to discuss their feelings and stress coping strategies. Both groups completed pretest and posttest stress questionnaires. Quantitative data were analyzed using SPSS 14.0 Statistical Package for Windows, and qualitative data from each group discussion were analyzed using content analysis. : Results revealed that level of stress was statistically decreased in the experimental group. Posttest stress levels were significantly different in experimental and control groups. The results suggested that students who participated in the intervention had less stress than did those in the control group after the intervention. Those in the experimental group held positive views of peer support and physical activity. : The results of this study confirmed the efficacy of school-based health promotion programs in reducing stress in nursing students. Findings may provide educators with information to assist their developing effective health promotion programs to manage stress for their students. This study can also help students develop personal coping strategies through physical activity and peer support.

A Summer Math and Physics Program for High School Students: Student Performance and Lessons Learned in the Second Year

NASA Astrophysics Data System (ADS)

Timme, Nicholas; Baird, Michael; Bennett, Jake; Fry, Jason; Garrison, Lance; Maltese, Adam

2013-05-01

For the past two years, the Foundations in Physics and Mathematics (FPM) summer program has been held at Indiana University in order to fulfill two goals: provide additional physics and mathematics instruction at the high school level, and provide physics graduate students with experience and autonomy in designing curricula and teaching courses. In this paper we will detail changes made to the program for its second year and the motivation for these changes, as well as implications for future iterations of the program. We gauge the impact of the changes on student performance using pre-/post-test scores, student evaluations, and anecdotal evidence. These data show that the program has a positive impact on student knowledge and this impact was greater in magnitude in the second year of the program. We attribute this improvement primarily to the inclusion of more inquiry-driven activities. All activities, worksheets, and lesson plans used in the program are available online.

[Stages of behavioral change regarding physical activity in students from a Brazilian town].

PubMed

Silva, Diego A S; Smith-Menezes, Aldemir; Almeida-Gomes, Marciusde; de Sousa, Thiago Ferreira

2010-08-01

Verifying the association between stages of behavioural change (SBC) for physical activity (PA) and socio-demographic factors, behavioural factors and PA barriers in students from a small town in Brazil. This cross-sectional study's representative sample was formed by 281 high school students from Simão Dias, Sergipe State, in Brazil, having 17.4 (± 1.98) mean age. Socio-demographic information was collected via a self-administered instrument (gender, age, school grade, economic level (EL) and family-head's EL), SBC for PA, behavioural factors (smoking, alcohol and stress) and PA barriers. A hierarchical model was used, involving Poisson regression with respective confidence intervals; significance level was set at 5 % for all analysis. 65.8 % of the participating students were classified in stages referring to inactive physical behaviour. Being female had the probability of presenting 1.37 times higher inactive behaviour (1.14-1.65 95 %CI) when compared to being male in the final regression model; having a low EL remained a risk factor, compared to medium EL students (PR=1.41; 1.15-1.72 95 %CI). These findings may prove useful for developing health promotion programmes in school environments, paying special attention to female and low-EL students.

Changes in attitudes and perceptions about research in physical therapy among professional physical therapist students and new graduates.

PubMed

Connolly, B H; Lupinnaci, N S; Bush, A J

2001-05-01

The physical therapy profession, through its published educational accreditation standards and its normative model of professional education, has addressed the importance of educating physical therapist students in the basic principles and application of research. The purpose of this study was to conduct a longitudinal study of students relative to (1) their perception of knowledge with respect to research, (2) their perception of what source should be used (evidence-based practice or traditional protocols) for clinical decision making, and (3) their perception of what should be used in a clinical setting for patient management. Thirty-six students during the final year of their professional program from a sample of 115 physical therapist students who requested 2 consecutive physical therapist classes completed the entire sequence of pretest and posttest survey administrations. Seventy-nine students did not complete the entire sequence. A 10-item 5-point Likert-type questionnaire was designed by the authors to probe the students' attitudes and perceptions about research, their level of comfort and confidence in reading and applying research findings published in the literature, and their personal habits regarding reading the professional literature. An expert panel consisting of internal and external reviewers was used for construction of the questionnaire. The questionnaire was completed by the students immediately preceding their research methods course, immediately after the completion of that course, and following the second research course, which included statistics and development of a research proposal. The subjects also completed the questionnaire after 1 year of physical therapy practice. Friedman's analysis of variance was used as an omnibus test to detect differences across time. In addition, a follow-up analysis using the Wilcoxon signed-rank procedure to examine differences between baseline data and data obtained during each follow-up was done for all items to determine whether a difference occurred at a time other than at the final posttest survey administration. The students showed differences on 5 of the 10 items on the questionnaire during the study. These items related to reading peer-reviewed professional journals, critically reading professional literature, relevance and importance of evidence-based clinical practice, and level of comfort with knowledge in research.

Does school physical education really contribute to accelerometer-measured daily physical activity and non sedentary behaviour in high school students?

PubMed

Mayorga-Vega, Daniel; Martínez-Baena, Alejandro; Viciana, Jesús

2018-09-01

Physical education has been highlighted as an important environment for physical activity promotion, however, to our knowledge there are no previous studies examining the contribution of physical education to daily accelerometer-measured physical activity and non sedentary behaviour. The purpose was to compare the accelerometer-measured physical activity and sedentary behaviour between physical education, non-physical education and weekend days in adolescents. Of the 394 students from a Spanish high school that were invited to participate, 158 students (83 boys and 75 girls) aged 13-16 years were analyzed (wear time ≥ 600 min). Participants' physical activity and sedentary behaviour were objectively-measured by GT3X+ accelerometers during physical education (one session), non-physical education and weekend days. Results indicated that overall adolescents had statistically significant greater physical activity levels and lower values of sedentary behaviour on physical education days than on non-physical education and weekend days (e.g., moderate-to-vigorous physical activity = 71, 54 and 57 min; sedentary = 710, 740 and 723 min) (p < 0.05). Physical education contributes significantly to reducing students' daily physical inactivity and sedentary behaviour. Increasing the number of physical education classes seems to be an effective strategy to reduce the high current prevalence of physical inactivity and sedentary behaviour in adolescence.

Causal modeling of secondary science students' intentions to enroll in physics

NASA Astrophysics Data System (ADS)

Crawley, Frank E.; Black, Carolyn B.

The purpose of this study was to explore the utility of the theory of planned behavior model developed by social psychologists for understanding and predicting the behavioral intentions of secondary science students regarding enrolling in physics. In particular, the study used a three-stage causal model to investigate the links from external variables to behavioral, normative, and control beliefs; from beliefs to attitudes, subjective norm, and perceived behavioral control; and from attitudes, subjective norm, and perceived behavioral control to behavioral intentions. The causal modeling method was employed to verify the underlying causes of secondary science students' interest in enrolling physics as predicted in the theory of planned behavior. Data were collected from secondary science students (N = 264) residing in a central Texas city who were enrolled in earth science (8th grade), biology (9th grade), physical science (10th grade), or chemistry (11th grade) courses. Cause-and-effect relationships were analyzed using path analysis to test the direct effects of model variables specified in the theory of planned behavior. Results of this study indicated that students' intention to enroll in a high school physics course was determined by their attitude toward enrollment and their degree of perceived behavioral control. Attitude, subjective norm, and perceived behavioral control were, in turn, formed as a result of specific beliefs that students held about enrolling in physics. Grade level and career goals were found to be instrumental in shaping students' attitude. Immediate family members were identified as major referents in the social support system for enrolling in physics. Course and extracurricular conflicts and the fear of failure were shown to be the primary beliefs obstructing students' perception of control over physics enrollment. Specific recommendations are offered to researchers and practitioners for strengthening secondary school students' intentions to study physics.

Using Laboratory Homework to Facilitate Skill Integration and Assess Understanding in Intermediate Physics Courses

NASA Astrophysics Data System (ADS)

Johnston, Marty; Jalkio, Jeffrey

2013-04-01

By the time students have reached the intermediate level physics courses they have been exposed to a broad set of analytical, experimental, and computational skills. However, their ability to independently integrate these skills into the study of a physical system is often weak. To address this weakness and assess their understanding of the underlying physical concepts we have introduced laboratory homework into lecture based, junior level theoretical mechanics and electromagnetics courses. A laboratory homework set replaces a traditional one and emphasizes the analysis of a single system. In an exercise, students use analytical and computational tools to predict the behavior of a system and design a simple measurement to test their model. The laboratory portion of the exercises is straight forward and the emphasis is on concept integration and application. The short student reports we collect have revealed misconceptions that were not apparent in reviewing the traditional homework and test problems. Work continues on refining the current problems and expanding the problem sets.

The association between dietary intake of folate and physical activity with psychological dimensions of depressive symptoms among students from Iran.

PubMed

Yary, Teymoor

2013-01-01

Depression in students is a major public health problem. Although several risk factors associated with depression have been identified, the cause of depression is still not clear. Several studies have demonstrated that physical activity and nutrient intake, such as increased levels of B vitamins in serum, decrease symptoms of depression. The aim of this study was to investigate the association between physical activity and dietary intake of vitamins B₆, B₉, and B₁₂ and symptoms of depression among postgraduate students. The results of this study suggest that intake of vitamin B9 may modulate the total score of Center for Epidemiological Studies Depression Scale (CES-D) and two subscales of the CES-D including depressive affect and interpersonal difficulties. This study also showed that moderate/high levels of physical activity were inversely and significantly associated with symptoms of depression (total scores) and three subscales of the CES-D including depressive affect, positive affect, and somatic complaints.

Effects of Varying Team Sizes on Physical Activity Levels of College Students

ERIC Educational Resources Information Center

Gaudreault, Karen Lux; Cluphf, David; Russell, Jared; Lecheminant, James

2014-01-01

The purpose of this exploratory study was to examine physical activity levels among various team sizes for basketball and soccer in a C/UIPAP setting. Twenty-eight university physical education majors participated in the study. Participants engaged in three-on-three and five-on-five basketball and five-on-five and 11-on-11 soccer games. All games…

Investigation of a Chaotic Double Pendulum in the Basic Level Physics Teaching Laboratory

ERIC Educational Resources Information Center

Vanko, Peter

2007-01-01

First-year physics students at the Technical University of Budapest carry out a wide range of measurements in the Basic Level Physics Teaching Laboratory. One of the most exciting experiments is the investigation of a chaotic double pendulum by a V-scope, a powerful three-dimensional motion tracking system. After a brief introduction to the…

Physics in Movies: Awareness Levels of Teacher Candidates

ERIC Educational Resources Information Center

Kizilcik, Hasan Sahin; Damli, Volkan; Unsal, Yasin

2014-01-01

The aim of this study is to draw attention to the informal education aspect of the movies shown and to determine the awareness levels about physics in movies of a small group composed of university students. That is an evaluation had been made among the films dealing explicitly with the basic content of physics, except for science fiction movies,…

Relationship between Critical Thinking Levels and Attitudes towards Reading Habits among Pre-Service Physical Education Teachers

ERIC Educational Resources Information Center

Bulgurcuoglu, Ahmet Nusret

2016-01-01

The purpose of the present research is to define the critical thinking levels and reading habits of students studying at the department of physical education and sports teaching and analysing the relationship between these. The participants of the present research are 136 pre-service physical education teachers studying at Mugla Sitki Kocman…

A school-based, peer leadership physical activity intervention for 6th graders: feasibility and results of a pilot study.

PubMed

Barr-Anderson, Daheia J; Laska, Melissa N; Veblen-Mortenson, Sara; Farbakhsh, Kian; Dudovitz, Bonnie; Story, Mary

2012-05-01

The aim of this study was to promote physical activity in 6th graders by developing and testing the feasibility of an enhanced Presidential Active Lifestyle Award (PALA) program comprised of a peer leadership component and innovative exercise resource toolkit including DVDs. A racially/ethnically diverse sample of students received the standard PALA program (2 control schools, n = 61) or enhanced PALA+Peers program (2 intervention schools, n = 87) during 2006-2007 academic year. Compared with the control condition, the intervention was successful in increasing moderate physical activity in all students (P = .02) and moderate and hard physical activity among girls (P = .03 and P = .04, respectively). Teachers and students reported a high level of satisfaction and receptivity with the intervention. All teachers thought the DVDs were well-received, and 87% of students reported that they would recommend the enhanced program to peers. Coupling peer leadership and DVDs that promote physical activity may be an effective way to increase youth physical activity.

The influence of ageism, experience, and relationships with older adults on physical therapy students' perception of geriatrics.

PubMed

Blackwood, Jennifer; Sweet, Christina

2017-01-01

Increased exposure to geriatrics throughout a student's professional education has been reported to improve the desire to work in this area; however, factors that influence the perception of geriatric physical therapy may prohibit students from actively seeking those experiences. The purpose of this study was to examine the perceptions of geriatric physical therapy by first-year graduate physical therapy students. A qualitative case study research approach was performed. Three focus groups were completed using students enrolled in their second semester of a graduate-level physical therapy program. Dialogue was reviewed and coded by three raters. Twenty-five subcategories of open-coding terms were triangulated and grouped into 4 themes via axial coding. Four themes emerged: (1) ageism exists in health care, (2) personal and professional experiences serve as a framework for students' perception of geriatrics, (3) interpersonal relationships formed within geriatric practice are highly valued, and (4) additional contextual barriers exist in geriatrics. To meet the needs of a highly skilled geriatric workforce, students should participate in enhanced geriatric experiences in didactic coursework as well as within interprofessional geriatric clinics throughout their education.

Newton in the Big Apple: Issues of equity in physics access and enrollment in New York City public high schools

NASA Astrophysics Data System (ADS)

Kelly, Angela Marian

High school physics is a gateway course for post-secondary study in science, medicine, and engineering, as well as an essential component in the formation of students' scientific literacy. However, physics is widely considered appropriate only for an academic elite. The existence of policies that restrict science opportunities for secondary students results in diminished outcomes in terms of scientific proficiency. Although the national trend in physics enrollment has shown an increase in recent years, the rate of participation is much lower for students in urban schools. This study examines the availability of physics in New York City, and whether access is related to organizational and school-level variables. The statistical distribution of physics students throughout the city is compiled and analyzed. High schools that successfully offer physics are compared with those that do not. Other factors are explored to determine their relationship to physics access, such as the presence of science magnet schools, the availability of Advanced Placement Physics and Non-Regents Physics, the science curricular sequence, and teacher certification. The results show that physics is not widely available to students in New York City, with 55% of high schools simply not offering the subject. Only 27% of schools with fewer than 600 students offer physics. The science magnet schools enroll a significant proportion of physics students when compared with larger, economically depressed neighborhood schools. The causes of these disparities are complex, and the implications serious for those students who do not have equal access to physics. The implications of these findings are important. By highlighting descriptive variables, as well as statistical evidence of systemic discrimination and inequities, urban districts may formulate effective models for the promotion of physics study. School policies and structures need to target better rates of physics participation among all students, regardless of socioeconomic status or race. The evidence presented here is a starting point for identifying the extent of inequities in order to develop long-term reform efforts to improve physics access for all.

Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class

NASA Astrophysics Data System (ADS)

Miller, Kelly; Zyto, Sacha; Karger, David; Yoo, Junehee; Mazur, Eric

2016-12-01

We discuss student participation in an online social annotation forum over two semesters of a flipped, introductory physics course at Harvard University. We find that students who engage in high-level discussion online, especially by providing answers to their peers' questions, make more gains in conceptual understanding than students who do not. This is true regardless of students' physics background. We find that we can steer online interaction towards more productive and engaging discussion by seeding the discussion and managing the size of the sections. Seeded sections produce higher quality annotations and a greater proportion of generative threads than unseeded sections. Larger sections produce longer threads; however, beyond a certain section size, the quality of the discussion decreases.

Understanding the Whole Student: Holistic Multicultural Education

ERIC Educational Resources Information Center

Cutri, Ramona Maile; Rogers, P. Clint; Montero, Fidel

2007-01-01

This book presents a holistic approach to multicultural educational issues by viewing them in terms of the student as a physical, psychosocial, cognitive, ethical, and spiritual being. Conversely, these levels of a student's being cannot be seen apart from the student's cultural identities. This unique book demonstrates that, in a pluralistic…

Developing a Program-Level Faith Integration Curriculum: A Case Study from Physics

ERIC Educational Resources Information Center

McCoy, Bradley K.

2014-01-01

Integrating faith with academics possesses significant benefits for students, because it connects major disciplines to students' personal values and goals, prepares students to be effective and faithful professionals in their discipline and vocation, and develops students' understanding of the nature of their discipline. However, to…

Student Characteristics Mediating Engagement-Outcome Relationships in Physical Education.

ERIC Educational Resources Information Center

Silverman, Stephen

This study investigated the relationship between engagement and achievement for college students in an intermediate swimming class. It also examined this relationship for students who entered the class with different initial skill levels, different previous experience with the subject matter, and for students of different gender. The methodology…

The Relationship between Levels of Physical Activity and Quality of Life among Students of the University of the Third Age.

PubMed

Krzepota, Justyna; Biernat, Elżbieta; Florkiewicz, Beata

2015-12-01

The assessment of quality of life (QoL) among elderly people is of great importance when preparing health care programmes for this social group. Many researchers indicate that poor health is less frequently observed in senior citizens who display levels of physical activity (PA) prescribed by WHO. The aim of the study was to investigate the relationship between the level of PA among students of the University of the Third Age (U3A) and their self-assessment concerning their QoL. The research sample consisted of 131 students from three U3A in West Pomeranian Voivodeship in Poland. PA was assessed with the aid of a short Polish version of the International Physical Activity Questionnaire (IPAQ). The assessment of QoL was conducted with the use of a Polish version of the WHO Quality of Life--BREF instrument (WHOQOL-BREF). The present study has shown that highly active U3A students declare high QoL in the psychological and social domains more often than other respondents. The level of PA recommended by WHO has a positive impact on the perceived QoL. Possible differences are visible mostly in the assessment of different domains of life in relation to the presented levels of PA. Copyright© by the National Institute of Public Health, Prague 2015.

Stress and its effects on medical students: a cross-sectional study at a college of medicine in Saudi Arabia.

PubMed

Abdulghani, Hamza M; AlKanhal, Abdulaziz A; Mahmoud, Ebrahim S; Ponnamperuma, Gominda G; Alfaris, Eiad A

2011-10-01

Medical education is perceived as being stressful, and a high level of stress may have a negative effect on cognitive functioning and learning of students in a medical school. This cross-sectional study was conducted to determine the prevalence of stress among medical students and to observe an association between the levels of stress and their academic performance, including the sources of their stress. All the medical students from year one to year five levels from the College of Medicine, King Saud University, were enrolled in the study. The study was conducted using Kessler10 psychological distress (K10) inventory, which measures the level of stress according to none, mild, moderate, and severe categories. The prevalence of stress was measured and compared with the five study variables, such as gender, academic year, academic grades, regularity to course attendance, and perceived physical problems. The response rate among the study subjects was 87% (n=892). The total prevalence of stress was 63%, and the prevalence of severe stress was 25%. The prevalence of stress was higher (p<0.5) among females (75.7%) than among males (57%) (odds ratio=2.3, chi2=27.2, p<0.0001). The stress significantly decreased as the year of study increased, except for the final year. The study variables, including being female (p<0.0001), year of study (p<0.001), and presence of perceived physical problems (p<0.0001), were found as independent significant risk factors for the outcome variables of stress. Students' grade point average (academic score) or regularity to attend classes was not significantly associated with the stress level. The prevalence of stress was higher during the initial three years of study and among the female students. Physical problems are associated with high stress levels. Preventive mental health services, therefore, could be made an integral part of routine clinical services for medical students, especially in the initial academic years, to prevent such occurrence.