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.

Pre-Med Physics: What and Why.

ERIC Educational Resources Information Center

Nichparenko, Sue Broadston

1985-01-01

Discusses issues related to the physics concepts/topics needed by health professionals, suggesting that medical students can better understand how the body works by completing meaningful physics courses. Also addresses related concerns expressed by medical students and faculty. A list of 41 physics topics cross-referenced to medical topics is…

Effects of a Physical Education-Based Programme on Health-Related Physical Fitness and Its Maintenance in High School Students: A Cluster-Randomized Controlled Trial

ERIC Educational Resources Information Center

Mayorga-Vega, Daniel; Montoro-Escaño, Jorge; Merino-Marban, Rafael; Viciana, Jesús

2016-01-01

The purpose of this study was to examine the effects of a physical education-based development and maintenance programme on objective and perceived health-related physical fitness in high school students. A sample of 111 students aged 12-14 years old from six classes were cluster-randomly assigned to an experimental group (n = 54) or a control…

Content of Curriculum in Physical Education Teacher Education: Expectations of Undergraduate Physical Education Students

ERIC Educational Resources Information Center

Spittle, Michael; Spittle, Sharna

2016-01-01

This study explored the perceptions of university physical education students of the importance of physical education curriculum content areas and how those perceptions related to the reasons for course choice and motivation. Physical education degree students (n = 188) completed measures of their perceptions of physical education content areas,…

The "Perfect" Senior (VCE) Secondary Physical Education Teacher: Student Perceptions of Teacher-Related Factors That Influence Academic Performance

ERIC Educational Resources Information Center

Whittle, Rachael J.; Telford, Amanda; Benson, Amanda C.

2015-01-01

Improving student academic performance in senior-secondary education increases student opportunities for employment, training and further education. The aim of this research was to identify students', completing the Victorian Certificate of Education (VCE) Physical Education, perceptions of teacher-related factors that influence subject specific…

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.

Relations of perception of responsibility to intrinsic motivation and physical activity among Korean middle school students.

PubMed

Lee, Okseon; Kim, Younhee; Kim, Oung Jun

2012-12-01

To validate the Personal and Social Responsibility Questionnaire, the relations between perceived responsibility and intrinsic motivation were examined among Korean middle school students. The relations of change in stages of physical activity and students' perceived responsibility were also examined. Participants were 357 middle school students (160 boys, 197 girls) from three schools in the Seoul metropolitan area. Exploratory factor analysis supported a three-factor structure with effort and self-direction merged into one factor and the responsibilities of respect and caring for others constituted separate factors. Pearson correlations among factors showed perceptions of personal responsibility were associated with more intrinsic motivation toward physical education and a higher stage of physical activity. A moderate or low association between perceived social responsibility and intrinsic motivation implied a need to develop strategies for Korean students to use social responsibility for promoting physical activity.

Students' tripartite efficacy beliefs in high school physical education: within- and cross-domain relations with motivational processes and leisure-time physical activity.

PubMed

Jackson, Ben; Whipp, Peter R; Chua, K L Peter; Dimmock, James A; Hagger, Martin S

2013-02-01

Within instructional settings, individuals form relational efficacy appraisals that complement their self-efficacy beliefs. In high school physical education (PE), for instance, students develop a level of confidence in their teacher's capabilities, as well as estimating how confident they think their teacher is in their (i.e., the students') ability. Grounded in existing transcontextual work, we examined the motivational pathways through which students' relational efficacy and self-efficacy beliefs in PE were predictive of their leisure-time physical activity. Singaporean students (N = 990; age M = 13.95, SD = 1.02) completed instruments assessing efficacy beliefs, perceptions of teacher relatedness support, and autonomous motivation toward PE, and 2 weeks later they reported their motivation toward, and engagement in, leisure-time physical activity. Structural equation modeling revealed that students reported stronger other-efficacy and RISE beliefs when they felt that their teacher created a highly relatedness-supportive environment. In turn, their relational efficacy beliefs (a) supported their confidence in their own ability, (b) directly and indirectly predicted more autonomous motives for participation in PE, and (c) displayed prospective transcontextual effects in relation to leisure-time variables. By emphasizing the adaptive motivational effects associated with the tripartite constructs, these findings highlight novel pathways linking students' efficacy perceptions with leisure-time outcomes.

Developing Teachers' Health-Related Fitness Knowledge through a Community of Practice: Impact on Student Learning

ERIC Educational Resources Information Center

Hunuk, Deniz; Ince, Mustafa Levent; Tannehill, Deborah

2013-01-01

The purposes of this study were twofold: to examine the effects of a community of practice (CoP) on (1) physical educators' and their students' health-related fitness content knowledge and (2) the physical educators' health-related fitness pedagogical content knowledge construction process. Twelve experienced physical education teachers (six in…

The Relationship between Sports Participation and Health-Related Physical Fitness in Middle School and High School Students

ERIC Educational Resources Information Center

Renfrow, Matthew S.; Caputo, Jennifer L.; Otto, Stephanie M.; Farley, Richard F.; Eveland-Sayers, Brandi M.

2011-01-01

The purpose of this case study was to examine the relationship between sports participation and health-related physical fitness in middle school and high school students. Health-related physical fitness was measured using the Fitnessgram test battery to assess healthy fitness zone (HFZ) achievement in five areas: body composition, muscular…

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…

In the physics class: university physics students' enactment of class and gender in the context of laboratory work

NASA Astrophysics Data System (ADS)

Danielsson, Anna T.

2014-06-01

This article explores how the doing of social class and gender can intersect with the learning of science, through case studies of two male, working-class university students' constitutions of identities as physics students. In doing so, I challenge the taken-for-granted notion that male physics students have an unproblematic relation to their chosen discipline, and nuance the picture of how working-class students relate to higher education by the explicit focus on one disciplinary culture. Working from the perspective of situated learning theory, the interviews with the two male students were analysed for how they negotiated the practice of the physics student laboratory and their own classed and gendered participation in this practice. By drawing on the heterogeneity of the practice of physics the two students were able to use the practical and technological aspects of physics as a gateway into the discipline. However, this is not to say that their participation in physics was completely frictionless. The students were both engaged in a continuous negotiation of how skills they had learned to value in the background may or may not be compatible with the ones they perceived to be valued in the university physicist community.

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…

A curricular frame for physics education: Development, comparison with students' interests, and impact on students' achievement and self-concept

NASA Astrophysics Data System (ADS)

Häussler, Peter; Hoffmann, Lore

2000-11-01

This article presents three interlinked studies aimed at: (1) developing a curricular frame for physics education; (2) assessing the students' interest in the contents, contexts, and activities that are suggested by that curricular frame; and (3) developing a curriculum that is in line with that frame and measuring its cognitive and emotional effects on students. The curricular frame was developed by adopting the Delphi technique and drawing on the expertise of 73 persons selected according to specified selection criteria. Interest data of some 8000 students and information of the presently taught physics curriculum were sampled longitudinally as well as cross-sectionally in various German Länder (states) by questionnaire. The third study comprised 23 experimental and 7 control classes. As a result of the comparison between the features of the curricular frame, the interest structure of students, and the current physics curriculum, there is a remarkable congruency between students' interest in physics and the kind of physics education identified in the Delphi study as being relevant. However, there is a considerable discrepancy between students' interest and the kind of physics instruction practiced in the physics classroom. Regression analysis revealed that students' interest in physics as a school subject is hardly related to their interest in physics, but mainly to the students' self-esteem of being good achievers. The data strongly suggest physics be taught so that students have a chance to develop a positive physics-related self-concept and to link physics with situations they encounter outside the classroom. A curriculum based on these principles proved superior compared to a traditional curriculum.

In the Physics Class: University Physics Students' Enactment of Class and Gender in the Context of Laboratory Work

ERIC Educational Resources Information Center

Danielsson, Anna T.

2014-01-01

This article explores how the doing of social class and gender can intersect with the learning of science, through case studies of two male, working-class university students' constitutions of identities as physics students. In doing so, I challenge the taken-for-granted notion that male physics students have an unproblematic relation to…

[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.

The Impact of Classroom Physical Activity Breaks on Middle School Students' Health-Related Fitness: An Xbox One Kinetic Delivered 4-Week Randomized Controlled Trial

ERIC Educational Resources Information Center

Yli-Piipari, S.; Layne, T.; McCollins, T.; Knox, T.

2016-01-01

The aim of the study was to examine the effect of a 4-week classroom physical activity break intervention on middle school students' health-related physical fitness. The study was a randomized controlled trial with students assigned to the experiment and control conditions. A convenience sample comprised 94 adolescents (experiment group n = 52;…

Effect of Gender on Students' Emotion with Gender-Related Public Self-Consciousness as a Moderator in Mixed-Gender Physical Education Classes

ERIC Educational Resources Information Center

Moon, Minkwon; Jeon, Hyunsoo; Kwon, Sungho

2016-01-01

The present study investigates whether gender-related public self-consciousness moderates the relationship between students' gender and emotions in mixed-gender physical education classes. The Positive and Negative Affect Scales and the Gender-related Public Self-Consciousness Scale were administered to 380 middle-school students in South Korea.…

Enrollment in Physical Education Is Associated with Health-Related Behavior among High School Students

ERIC Educational Resources Information Center

Tassitano, Rafael M.; Barros, Mauro V. G.; Tenorio, Maria C. M.; Bezerra, Jorge; Florindo, Alex A.; Reis, Rodrigo S.

2010-01-01

Background: Physical education (PE) plays a critical role in the healthy development of youth; however, the influence of PE classes in helping to provide students with health-related behavior patterns is not clear. This study aims to analyze whether participation in PE classes is associated with health-related behavior among high school students.…

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.

Physical Disabilities: Education and Related Services, Fall 2002-Spring 2003.

ERIC Educational Resources Information Center

Kulik, Barbara J., Ed.

2003-01-01

Two issues of this journal on education and related services for students with physical disabilities contain the following major articles or reviews: "Environmental Effects on Education" (Harold F. Perla); "Using Touch Math for Students with Physical Impairments To Teach and Enhance Beginning Math Skills" (Adrienne L. Duris); "Traumatic Brain…

Earth Science Contexts for Teaching Physics. Part 2: Contexts Relating to the Teaching of Energy, Earth and Beyond and Radioactivity.

ERIC Educational Resources Information Center

King, Chris; Kennett, Peter

2002-01-01

Explains how physics teaching can be more relevant for elementary and secondary students by integrating physics and earth science content that students can relate to and understand. Identifies and explains Earth contexts that can be appropriately implemented into the physics curriculum such as energy resources and radioactivity. (Author/YDS)

High School Physics Students' Personal Epistemologies and School Science Practice

ERIC Educational Resources Information Center

Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen

2017-01-01

This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of…

Bare Bones: An Introduction to Physical Anthropology. Alternative Techniques for Teaching Physical Anthropology to Learning Disabled Students in the University.

ERIC Educational Resources Information Center

Sands, Catherine J. MacMillan

The booklet describes approaches to teaching learning disabled students introductory physical anthropology, as related by a professor involved in the Higher Education for Learning Disabled Students (HELDS) program. The author suggests ways to identify LD students through observation of short attention span, restlessness, and marked discrepancies…

University Students Meeting the Recommended Standards of Physical Activity and Body Mass Index

ERIC Educational Resources Information Center

Deng, Xiaofen; Castelli, Darla; Castro-Pinero, Jose; Guan, Hongwei

2011-01-01

This study investigated student physical activity (PA) and body mass index (BMI) in relation to the "Healthy Campus 2010" objectives set by the American College Health Association in 2002. Students (N = 1125) at a U.S. southern state university participated in the study. The percentages of students who were physically active and whose…

Possible Link between Medical Students' Motivation for Academic Work and Time Engaged in Physical Exercise

ERIC Educational Resources Information Center

Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

2016-01-01

Physical exercise results in an active well-being. It is likely that students' engagement in physical exercise keeps them motivated to perform academic endeavors. This study aimed to assess the relation of time engaged in physical exercise with medical students' motivation for academic work. Prospectively, 296 second-year medical students…

Childhood Trauma, Trait Anxiety, and Anxious Attachment as Predictors of Intimate Partner Violence in College Students.

PubMed

McClure, Margaret M; Parmenter, Megan

2017-08-01

The current study investigates the relationship between intimate partner violence (IPV), childhood trauma, trait anxiety, depression, and anxious attachment in college students. Ninety-three male and 161 female undergraduate students at Fairfield University, ranging in age from 17 to 23, with a mean age of 18.8 years, participated. Participants completed five self-report inventories: The Conflict in Adolescent Dating Relationships Inventory (CADRI), the Childhood Trauma Questionnaire (CTQ), the State-Trait Anxiety Inventory (STAI), the Beck Depression Inventory (BDI), and the Adult Attachment Scale (AAS). IPV perpetration in college dating relationships was related to childhood emotional and physical abuse, emotional and physical neglect, and trait anxiety. IPV victimization in college dating relationships was related to childhood emotional and physical abuse, childhood emotional and physical neglect, and an anxious attachment style. IPV perpetration and victimization were also significantly correlated with one another. Subscale analyses suggest that childhood emotional abuse was related to being both the perpetrator and victim of verbal or emotional abuse in dating relationships. Childhood physical abuse, physical neglect, and emotional abuse were related to both perpetration and victimization of physical IPV. Threatening behavior perpetration in dating relationships was related to childhood emotional abuse, emotional neglect, physical abuse, and physical neglect; however, being the victim of threatening behavior was only related to childhood emotional abuse, physical neglect, and emotional neglect, not childhood physical abuse. These results support the relationship between childhood trauma and dating violence in college students. They also support a role for anxiety in IPV, although trait anxiety was related to perpetration and an anxious attachment style was correlated with IPV victimization. In addition, they suggest that different experiences of childhood trauma may relate to different aspects of IPV in college dating relationships.

Health-Related Fitness Knowledge and Its Relation to Student Physical Activity Patterns at a Large U.S. Southern State University

ERIC Educational Resources Information Center

Keating, Xiaofen D.; Castro-Pinero, Jose; Centeio, Erin; Harrison, Louis, Jr.; Ramirez, Tere; Chen, Li

2010-01-01

This study examined student health-related fitness (HRF) knowledge and its relationship to physical activity (PA). The participants were undergraduate students from a large U.S. state university. HRF knowledge was assessed using a test consisting of 150 multiple choice items. Differences in HRF knowledge scores by sex, ethnicity, and years in…

The "Finding Physics" Project: Recognizing and Exploring Physics outside the Classroom

ERIC Educational Resources Information Center

Beck, Judith; Perkins, James

2016-01-01

Students in introductory physics classes often have difficulty recognizing the relevance of physics concepts outside the confines of the physics classroom, lab, and textbook. Even though textbooks and instructors often provide examples of physics applications from a wide array of areas, students have difficulty relating physics to their own lives.…

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

Physical Educators and School Counselors Collaborating to Foster Successful Inclusion of Students with Disabilities

ERIC Educational Resources Information Center

Webb, Daniel; Webb, Tammy T.; Fults-McMurtery, Regina

2011-01-01

This article explains the impact federal legislation has on educating students with disabilities, the changing roles of physical educators and school counselors relative to educating students with disabilities, and collaborative approaches pertaining to how physical educators and school counselors can collaboratively foster successful inclusion of…

Construct Validation of the Physics Metacognition Inventory

ERIC Educational Resources Information Center

Taasoobshirazi, Gita; Farley, John

2013-01-01

The 24-item Physics Metacognition Inventory was developed to measure physics students' metacognition for problem solving. Items were classified into eight subcomponents subsumed under two broader components: knowledge of cognition and regulation of cognition. The students' scores on the inventory were found to be reliable and related to students'…

Students' Understanding and Application of the Area under the Curve Concept in Physics Problems

ERIC Educational Resources Information Center

Nguyen, Dong-Hai; Rebello, N. Sanjay

2011-01-01

This study investigates how students understand and apply the area under the curve concept and the integral-area relation in solving introductory physics problems. We interviewed 20 students in the first semester and 15 students from the same cohort in the second semester of a calculus-based physics course sequence on several problems involving…

Recess physical activity and school-related social factors in Finnish primary and lower secondary schools: cross-sectional associations.

PubMed

Haapala, Henna L; Hirvensalo, Mirja H; Laine, Kaarlo; Laakso, Lauri; Hakonen, Harto; Kankaanpää, Anna; Lintunen, Taru; Tammelin, Tuija H

2014-10-28

Participation in physical activities provides students with opportunities for social interaction and social skills development. The purpose of this study was to investigate the associations of students' recess physical activity with school-related social factors. Data were collected in 19 schools countrywide in autumn 2010, and 1463 students from grades 4 and 5 (primary school) and from grades 7 and 8 (lower secondary school) completed an anonymous questionnaire. Multiple linear regression analysis was used to investigate whether self-reported physical activity at recess was associated with peer relationships at school, relatedness to school and school climate. Analyses were adjusted for self-reported overall physical activity and conducted for primary and lower secondary schools. Multi-group analysis was used to test sex differences among the associations. In primary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.17, p = 0.007 and girls: b = 0.21, p <0.001), relatedness to school (boys: b = 0.18, p = 0.002 and girls: b = 0.24, p <0.001) and school climate (girls: b = 0.17, p = 0.001), after adjusting for overall physical activity. In lower secondary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.09, p = 0.006 and girls: b = 0.12, p = 0.010) but not with other school-related social factors. No sex differences were observed in these associations. Our results suggest that students' participation in physical activities during school recess is positively associated with students' school-related social factors. In the future, it would be worthwhile to study how physical activity at recess should be organised in order to support the development of school-related social factors.

Swedish Upper Secondary Students' Views of the Origin and Development of the Universe

NASA Astrophysics Data System (ADS)

Hansson, Lena; Redfors, Andreas

2006-12-01

The article is addressing how students reason about the origin and development of the universe. Students’ own views as well as their descriptions of physical models are analysed. Data consists of written surveys, and interviews of a subset of the students. Most of the students relate to the Big Bang model when describing the origin of the universe. The study however shows that this can mean different things to the students. The article also addresses views of whether or not the universe changes and of the origin of the elements. When comparing students’ own views with their views of the physics view this study shows that there are students who have a different view of their own than the view they connect with physics. This shows that students, in the area of cosmology, do not necessarily take the view they connect with physics to be their own. Examples of students who handle the physics view in different ways are discussed. There are students who relate not only to science but also to a religious worldview when describing their own view. This shows that when discussing cosmology in class, also a religious worldview can be relevant for parts of the student group.

Contribution of Physical Education and Sport to Health-Related Fitness in High School Students

ERIC Educational Resources Information Center

Beets, Michael W.; Pitetti, Kenneth H.

2005-01-01

This study compared health-related fitness variables of high school students (14 to 19-years-old; 120 males, 67 females) participating in physical education (PE) and school-sponsored sports (SSS) to students participating solely in PE. Cardiovascular fitness, the primary variable of interest, was measured using the 20-Meter Shuttle Ran (number of…

The Relation between Students' Communicative Moves during Laboratory Work in Physics and Outcomes of Their Actions

ERIC Educational Resources Information Center

Andersson, J.; Enghag, M.

2017-01-01

In this case study, we explore students' communication during practical work in physics at an upper secondary school in Sweden from a sociocultural perspective. We investigate the relation between the interaction and content of students' communication and outcomes of their actions, with the purpose of finding new knowledge for informing teachers…

Dog Ownership, Physical Activity, and Health-Related Quality of Life in Veterinary Students: A Cross-Sectional Study.

PubMed

Corrigan, Virginia K; Pierce, Bess J; Hosig, Kathy

The primary objective of this cross-sectional study was to examine the relationship between dog ownership and physical activity in veterinary students. The secondary objective was to gain an understanding of veterinary students' health-related quality of life (HRQOL), and whether dog ownership and/or physical activity were associated with HRQOL measures. Veterinary students were invited to complete surveys between September and November 2015. The primary outcome for multivariate analyses was self-reported physical activity. Bivariate analyses and descriptive statistics were performed to assess student HRQOL. The survey response rate was 33% (152/460). Self-efficacy to exercise (p<.001, OR 2.24, 95% CI 1.46-3.44) and dog ownership (p=.01, OR 3.38, 95% CI 1.31-8.71) independently predicted meeting physical activity guidelines when controlling for other variables. About two thirds of respondents met physical activity guidelines. Veterinary students had significantly worse self-reported mental health scores when compared to both national and state averages. Neither dog ownership nor meeting physical activity guidelines were significantly associated with measures of HRQOL. The poor mental health status of veterinary students remains a significant issue for the profession to address. Longitudinal studies are needed that examine the relationship between physical activity and mental health outcomes in this population.

Case-study experiments in the introductory physics curriculum

NASA Astrophysics Data System (ADS)

Arion, D. N.; Crosby, K. M.; Murphy, E. A.

2000-09-01

Carthage College added inquiry-based case study activities to the traditional introductory physics laboratory. Student teams designed, constructed, and executed their own experiments to study real-world phenomena, through which they gained understanding both of physic principles and methods of physics research. Assessment results and student feedback through teacher evaluations indicate that these activities improved student attitudes about physics as well as their ability to solve physics problems relative to previous course offerings that did not include case study.

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.

Experiences that influence a student's choice on majoring in physics

NASA Astrophysics Data System (ADS)

Dobbin, Donya Rae

Currently the production of college graduates with science and engineering degrees is insufficient to fill the increasing number of jobs requiring these skills. This study focuses on physics majors with an in-depth examination of student transitions from high school to college. Many different areas of influence could affect a student's decision to major in physics. The first phase of this study addresses all of the potential areas of influence identified from the literature. The goal was to identify common influences that might be used to increase students' interest in majoring in physics. Subjects (N=35) from the first phase were recruited from physics majors at diverse Michigan colleges and universities. The second phase of this study explored, in more depth, important areas of influence identified in the first phase of the study. Subjects (N=94) from the second phase were recruited from diverse colleges and universities in Indiana, Illinois, and Ohio. The interviews were also conducted via email. Approximately half of the students in the study decided to major in physics while still in high school. Their reasons relate to many of the areas of influence. For example, high school physics teachers were cited as a strong influence in many students' decisions to major in physics. Influential physics teachers were described as being helpful, encouraging and interesting. The teachers also need to be their students' number one cheerleader and not their number one critic. Some areas of influence were found to be different for males vs. females. A high percentage of all physics majors had influential adults with careers in physical or biological science fields. This percentage was even larger for female physics majors. Female students also showed a greater initial interest in astronomy than the male students. Thus, high school and college physics teachers should seek to expose students to science-related careers and adults with these careers. Astronomy is also an important and often over looked entry into physics.

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.

A Comparison of National Board Certified Teachers with Non-National Board Certified Teachers on Student Competency in High School Physical Education

ERIC Educational Resources Information Center

Phillips, Amber

2008-01-01

The purpose of this study was to describe the differences of teachers with and without National Board Certification in relation to their percentages of student competency in high school physical education. Data from the South Carolina Physical Education Assessment Program (SCPEAP) were used as the measure of student competency. Student competency…

Relationships among Tasks, Time, and Student Practice in Elementary Physical Education

ERIC Educational Resources Information Center

Rasmussen, Jennifer F.; Scrabis-Fletcher, Kristin A.; Silverman, Stephen

2014-01-01

The purpose of this study was to examine how teachers structure class in elementary physical education and the impact their decisions have on the amount of appropriate practice students receive. Participants for this study were 10 third grade physical education teachers and their students. Each teacher taught two successive skill-related lessons…

Undergraduate Student Construction and Interpretation of Graphs in Physics Lab Activities

ERIC Educational Resources Information Center

Nixon, Ryan S.; Godfrey, T. J.; Mayhew, Nicholas T.; Wiegert, Craig C.

2016-01-01

Lab activities are an important element of an undergraduate physics course. In these lab activities, students construct and interpret graphs in order to connect the procedures of the lab with an understanding of the related physics concepts. This study investigated undergraduate students' construction and interpretation of graphs with best-fit…

Relevance of physics to the pharmacy major.

PubMed

McCall, Richard P

2007-08-15

To offer a physics course that is relevant to pharmacy students, yet still contains many of the fundamental principles of physics. The course was modified over a period of several years to include activities and examples that were related to other courses in the curriculum. Course evaluations were given to assess student attitudes about the importance of physics in the pharmacy curriculum. Students' attitudes have changed over time to appreciate the role that physics plays in their studies. Students gained confidence in their ability to learn in other courses.

When being a girl matters less: accessibility of gender-related self-knowledge in single-sex and coeducational classes and its impact on students' physics-related self-concept of ability.

PubMed

Kessels, Ursula; Hannover, Bettina

2008-06-01

Establishing or preserving single-sex schooling has been widely discussed as a way of bringing more girls into the natural sciences. We test the assumption that the beneficial effects of single-sex education on girls' self-concept of ability in masculine subjects such as physics are due to the lower accessibility of gender-related self-knowledge in single-sex classes. N=401 eighth-graders (mean age 14.0 years) from coeducational comprehensive schools. Random assignment of students to single-sex vs. coeducational physics classes throughout the eighth grade. At the end of the year, students' physics-related self-concept of ability was measured using a questionnaire. In a subsample of N=134 students, the accessibility of gender-related self-knowledge during physics classes was assessed by measuring latencies and endorsement of sex-typed trait adjectives. Girls from single-sex physics classes reported a better physics-related self-concept of ability than girls from coeducational classes, while boys' self-concept of ability did not vary according to class composition. For both boys and girls, gender-related self-knowledge was less accessible in single-sex classes than in mixed-sex classes. To the extent that girls' feminine self-knowledge was relatively less accessible than their masculine self-knowledge, their physics-related self-concept of ability improved at the end of the school year. By revealing the importance of the differential accessibility of gender-related self-knowledge in single- and mixed-sex settings, our study clarifies why single-sex schooling helps adolescents to gain a better self-concept of ability in school subjects that are considered inappropriate for their own sex.

Change in physical education motivation and physical activity behavior during middle school.

PubMed

Cox, Anne E; Smith, Alan L; Williams, Lavon

2008-11-01

To test a mediational model of the relationships among motivation-related variables in middle-school physical education and leisure-time physical activity behavior. Sixth- and seventh-grade physical education students from five middle schools in the midwest United States completed a survey containing measures of study variables on two occasions, 1 year apart. Motivation-related constructs positively predicted leisure-time physical activity behavior. Enjoyment of activities in physical education and physical activity during class mediated the relationship between self-determined motivation in physical education and leisure-time physical activity. Perceived competence, autonomy, and relatedness were important antecedent variables in the model, with autonomy and relatedness showing less stability over time and positively predicting self-determined motivation. Students' leisure-time physical activity is linked to motivation-related experiences in physical education. Perceptions of competence, autonomy, and relatedness, self-determined motivation, enjoyment, and physical activity in the physical education setting directly or indirectly predict leisure-time physical activity. The associations suggest that more adaptive motivation corresponds to transfer of behavior across contexts. Also, the findings suggest that the efficacy of school-based physical activity interventions, within and outside of school, is linked to the degree of support for students' self-determined motivation.

Goal orientations, motivational climate, equality, and discipline of Spanish physical education students.

PubMed

Cervelló, Eduardo M; Jiménez, Ruth; del Villar, Fernando; Ramos, Luis; Santos-Rosa, Francisco J

2004-08-01

This study analyzes how dispositional goal orientations and perception of different motivational climates are related to the students' perception of sex-related egalitarian treatment and the appearance of disciplined or undisciplined behaviors in physical education classes. Analyses showed that ego orientation is a predictor of undisciplined behavior. Task orientation was positively associated to discipline. The perception of task-involving motivational climate is related to the students' perception of equal treatment. On the contrary, the perception of ego-involving climate has been linked positively to the prediction of the perception of sex discrimination in physical education classes and negatively to the perception of equality and the appearance of disciplined behavior. This study discusses the implications of these results related to teaching instructional actions in physical education classes.

Dressed and Groomed for Success in Elementary School: Student Appearance and Academic Adjustment

ERIC Educational Resources Information Center

Fitzpatrick, Caroline; Blair, Clancy; Côté-Lussier, Carolyn

2016-01-01

Teacher judgments of student competence can influence student achievement. Clothes, behavior, and physical appearance may all be used to infer student competence. We examined how fourth-grade teacher ratings of student physical appearance (e.g., appropriateness of clothing) relate to concurrent academic adjustment in terms of achievement,…

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.

Factors related to meeting physical activity guidelines in active college students: A social cognitive perspective.

PubMed

Farren, G L; Zhang, T; Martin, S B; Thomas, K T

2017-01-01

To examine the relations of sex, exercise self-efficacy, outcome expectations, and social support with meeting physical activity guidelines (PAGs). Three hundred ninety-six college students participated in this study in the summer 2013. Students completed online questionnaires that assessed physical activity behaviors and psychosocial factors (ie, self-efficacy, outcome expectancies, and social support). Students' physical activity profile was categorized as meeting no PAGs, meeting aerobic PAGs only, meeting muscle-strengthening PAGs only, or meeting both PAGs. A multinomial logistic regression revealed that students' sex and psychosocial factors significantly affected the odds of meeting any and all PAGs. Sex significantly moderated the relationship between outcome expectancy and meeting aerobic PAGs and between outcome expectancy meeting muscle-strengthening PAGs. Results indicate that interventions designed to increase psychosocial factors may increase the likelihood of students meeting any and all PAGs. Social support may be especially beneficial for increasing muscle-strengthening activity.

"If I had to do it, then I would": Understanding early middle school students' perceptions of physics and physics-related careers by gender

NASA Astrophysics Data System (ADS)

Dare, Emily A.; Roehrig, Gillian H.

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] This study examined the perceptions of 6th grade middle school students regarding physics and physics-related careers. The overarching goal of this work was to understand similarities and differences between girls' and boys' perceptions surrounding physics and physics-related careers as part of a long-term effort to increase female interest and representation in this particular field of science. A theoretical framework based on the literature of girl-friendly and integrated STEM instructional strategies guided this work to understand how instructional strategies may influence and relate to students' perceptions. This convergent parallel mixed-methods study used a survey and focus group interviews to understand similarities and differences between girls' and boys' perceptions. Our findings indicate very few differences between girls and boys, but show that boys are more interested in the physics-related career of engineering. While girls are just as interested in science class as their male counterparts, they highly value the social aspect that often accompanies hands-on group activities. These findings shed light on how K-12 science reform efforts might help to increase the number of women pursuing careers related to physics.

Gender Differences in Osteoporosis Health Beliefs and Knowledge and Their Relation to Vigorous Physical Activity in University Students

ERIC Educational Resources Information Center

Gammage, Kimberley L.; Gasparotto, Jennifer; Mack, Diane E.; Klentrou, Panagiota

2012-01-01

Objective: The purpose of this cross-sectional investigation was to examine (1) gender differences in osteoporosis-related knowledge and beliefs and (2) if these beliefs could predict vigorous physical activity behavior in university students. Participants: Male (n = 176) and female (n = 351) university students participated in the study. Methods:…

The Relationship of Freshmen's Physics Achievement and Their Related Affective Characteristics

ERIC Educational Resources Information Center

Gungor, Almer (Abak); Eryilmaz, Ali; Fakioglu, Turgut

2007-01-01

The purpose of this study was to determine the best-fitting structural equation model between the freshmen's physics achievement and selected affective characteristics related to physics. These characteristics are students' situational interest in physics, personal interest in physics, aspiring extra activities related to physics, importance of…

Students' Changing Attitudes and Aspirations Towards Physics During Secondary School

NASA Astrophysics Data System (ADS)

Sheldrake, Richard; Mujtaba, Tamjid; Reiss, Michael J.

2017-11-01

Many countries desire more students to study science subjects, although relatively few students decide to study non-compulsory physics at upper-secondary school and at university. To gain insight into students' intentions to study non-compulsory physics, a longitudinal sample (covering 2258 students across 88 secondary schools in England) was surveyed in year 8 (age 12/13) and again in year 10 (age 14/15). Predictive modelling highlighted that perceived advice, perceived utility of physics, interest in physics, self-concept beliefs (students' subjective beliefs of their current abilities and performance) and home support specifically orientated to physics were key predictors of students' intentions. Latent-transition analysis via Markov models revealed clusters of students, given these factors at years 8 and 10. Students' intentions varied across the clusters, and at year 10 even varied when accounting for the students' underlying attitudes and beliefs, highlighting that considering clusters offered additional explanatory power and insight. Regardless of whether three-cluster, four-cluster, or five-cluster models were considered, the majority of students remained in the same cluster over time; for those who transitioned clusters, more students changed clusters reflecting an increase in attitudes than changed clusters reflecting a decrease. Students in the cluster with the most positive attitudes were most likely to remain within that cluster, while students in clusters with less positive attitudes were more likely to change clusters. Overall, the cluster profiles highlighted that students' attitudes and beliefs may be more closely related than previously assumed, but that changes in their attitudes and beliefs were indeed possible.

Health-related quality of life of medical students in a Brazilian student loan programme.

PubMed

Lins, Liliane; Carvalho, Fernando Martins; Menezes, Marta Silva; Porto-Silva, Larissa; Damasceno, Hannah

2016-08-01

This study aimed to evaluate the health-related quality of life of medical students participating in a large Brazilian government loan programme for undergraduate students in private schools.A cross-sectional study in a stratified sample of students from a private medical school in Salvador, Brazil, evaluated their health-related quality of life by using a Brazilian Portuguese version of the 36-item Short Form Health Survey questionnaire (SF-36).Students supported by the loan programme consistently presented lower mean scores in all SF-36 domains and in the physical and mental component summary scores than those who were not in the programme. Students supported by the loan programme presented systematically lower physical and mental component mean scores, after stratification by age, gender, school year, physical activity, sleepiness, headache, having a car, having a housemaid, living with family, and living in a rented house.The loan programme has enabled less wealthy undergraduate students to attend private medical schools in Brazil. However, this support is insufficient to improve students' health-related quality of life during medical school, as compared with students who do not participate in the programme. Because of a poorer health-related quality of life, students supported by the loan programme deserve special attention from private medical schools.

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…

Student Motivation Associated with Fitness Testing in the Physical Education Context

ERIC Educational Resources Information Center

Jaakkola, Timo Tapio; Sääkslahti, Arja; Yli-Piipari, Sami; Manninen, Mika; Watt, Anthony; Liukkonen, Jarmo

2013-01-01

The purpose of the study was to analyze students' motivation in relation to their participation in fitness testing classes. Participants were 134 Finnish Grade 5 and 8 students. Students completed the contextual motivation and perceived physical competence scales before the fitness testing class and the situational motivation questionnaire…

Exploration of factors that affect the comparative effectiveness of physical and virtual manipulatives in an undergraduate laboratory

NASA Astrophysics Data System (ADS)

Chini, Jacquelyn J.; Madsen, Adrian; Gire, Elizabeth; Rebello, N. Sanjay; Puntambekar, Sadhana

2012-06-01

Recent research results have failed to support the conventionally held belief that students learn physics best from hands-on experiences with physical equipment. Rather, studies have found that students who perform similar experiments with computer simulations perform as well or better on measures of conceptual understanding than their peers who used physical equipment. In this study, we explored how university-level nonscience majors’ understanding of the physics concepts related to pulleys was supported by experimentation with real pulleys and a computer simulation of pulleys. We report that when students use one type of manipulative (physical or virtual), the comparison is influenced both by the concept studied and the timing of the post-test. Students performed similarly on questions related to force and mechanical advantage regardless of the type of equipment used. On the other hand, students who used the computer simulation performed better on questions related to work immediately after completing the activities; however, the two groups performed similarly on the work questions on a test given one week later. Additionally, both sequences of experimentation (physical-virtual and virtual-physical) equally supported students’ understanding of all of the concepts. These results suggest that both the concept learned and the stability of learning gains should continue to be explored to improve educators’ ability to select the best learning experience for a given topic.

Motivation and learning physics

NASA Astrophysics Data System (ADS)

Fischer, Hans Ernst; Horstendahl, Michaela

1997-09-01

Being involved in science education we cannot avoid confronting the problem of students' waning interest in physics. Therefore, we want to focus on arguments developed by new theoretical work in the field of motivation. Especially, we are attracted by the theory of motivation featured by Deci and Ryan, because it is related to an assumptions of human development similar to our own approach. Beneath elements of cognitive development, motivation is seen as a basic concept to describe students' learning in a physics classroom. German students at lower and upper secondary level regard physics as very difficult to learn, very abstract and dominated by male students. As a result physics at school continuously loses importance and acceptance although a lot of work has been done to modernise and develop the related physics courses. We assume that knowing about the influence of motivation on learning physics may lead to new insights in the design of classroom settings. Referring to Deci and Ryan, we use a model of motivation to describe the influence of two different teaching strategies (teacher and discourse oriented) on learning. Electrostatics was taught in year 8. The outcomes of a questionnaire which is able to evaluate defined, motivational states are compared with the interpretation of the same student's interaction in the related situation of the physics classroom. The scales of the questionnaire and the categories of analysis of the video-recording are derived from the same model of motivation.

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.

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.

Exploring possible selves in a first-year physics foundation class: Engaging students by establishing relevance

NASA Astrophysics Data System (ADS)

Bennett, Dawn; Roberts, Lynne; Creagh, Christine

2016-06-01

Students often complain that they cannot see the relevance of what they are being taught in foundation physics classes. While revising and adjusting the curriculum and teaching are important, this study suggests it might also be useful to help students view their learning in relation to their future career aspirations. This paper reports on a study conducted with first-year students enrolled in a compulsory foundation physics unit with a history of low pass rates. Working within a "possible selves" framework, activities were designed to help students position their learning in relation to possible future lives and careers. Two cohorts of students (N =93 ) engaged in an intensive workshop comprising multiple activities relating to self and career. Self-reflection worksheets were analyzed using content analysis. The results indicate that students experience immediate benefits from these activities through self-reflection on the current self, future possible professional selves, and the role of current studies in narrowing the gap between the two.

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.

SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

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

Buckley, L

Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed basedmore » on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.« less

Who will study HSC physics? Relationships between motivation, engagement and choice

NASA Astrophysics Data System (ADS)

Abraham, Jessy

This study investigates the relationship between students' achievement motivation, sustained engagement and sustained enrolment intentions, in relation to senior secondary physics. Specifically, this study sought to determine the motivational factors that predict students' sustained engagement and sustained enrolment intentions in four physics modules, and tested whether there were gender differences. These issues were addressed through a multi-occasional exploration among senior secondary students in New South Wales during their first year of elective physics. This study pioneered an innovative approach to exploring sustained enrolment intentions in the enacted physics curriculum, since students were asked about their enrolment plans at a time when they were actually studying physics modules, rather than before they had studied the subject, which as has been the case for most research on science enrolment. An achievement motivation theoretical framework was employed to provide a more comprehensive explanation of students' sustained physics engagement and enrolment plans. A significant feature of this exploration is the topic (module) specificity of motivation. This study, based on Expectancy-Value (EV) theoretical underpinnings, has implications for strengthening physics enrolment research, and makes a significant contribution to advancing research and practice. While the declining trend in physics enrolment and the widening gender imbalance in physics participation have been explored widely, the retention of students in physics courses remains largely unexplored. The existing research mainly focuses on the main exit point from physics education, which is the transition from a general science course to non-compulsory, more specialised science courses that takes place during the transition from junior high school to senior high school in Australia. Another major exit point from physics education is the transition from senior high school to tertiary level. However, the Australian senior high school structure, where students can opt out of physics after the first year of senior secondary physics if they do not want to continue it to the final year, provides a unique exit point from physics education. This investigation examines the sustained enrolment intentions of students during their senior high school, and this adds an innovative variation to the enrolment research tradition. It further makes an original contribution to educational theory by fine-grained analysis of the retention motivations of physics students while they are studying the subject. The purpose of the study is to contribute to theory, practice and research knowledge of students' sustained engagement and enrolment plans in physics. The findings of the study inform educational practitioners and policy makers. A reliable, valid and gender invariant scale to measure the motivational and behavioural patterns of adolescent students across four physics modules was developed and tested specifically for this study. This provides researchers and educational practitioners with a sensitive measuring instrument of physics enrolment motivation. Furthermore, this study extends the current understanding of gender differences in major achievement motivational constructs and engagement constructs in relation to physics. Findings from this research hold important implications for understanding the motivational factors that affect student engagement, and also for educational practice and research relating to students' enrolment in physics.

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.

Doctoral Student Socialization: Educating Stewards of the Physical Education Profession

ERIC Educational Resources Information Center

Russell, Jared; Gaudreault, Karen Lux; Richards, K. Andrew

2016-01-01

In preparing the future stewards of the physical education profession, the occupational socialization and professional development of physical education doctoral students is important to consider. To date, there has been scant scholarly inquiry into doctoral education in physical education. However, there is an abundance of research related to…

Physical Activity & Sport for the Secondary School Student. Fifth Edition.

ERIC Educational Resources Information Center

Dougherty, Neil J., Ed.

This collection of papers offers a comprehensive text about contemporary physical activities and sports forms. It provides students with an overview of the various physical activities, skill technique required, safety, scoring, rules and etiquette, strategies, equipment, and related terminology. The 26 papers are: (1) "Physical Fitness"…

Mapping University Students' Epistemic Framing of Computational Physics Using Network Analysis

ERIC Educational Resources Information Center

Bodin, Madelen

2012-01-01

Solving physics problem in university physics education using a computational approach requires knowledge and skills in several domains, for example, physics, mathematics, programming, and modeling. These competences are in turn related to students' beliefs about the domains as well as about learning. These knowledge and beliefs components are…

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…

Relative Effectiveness of Computer-Supported Jigsaw II, STAD and TAI Cooperative Learning Strategies on Performance, Attitude, and Retention of Secondary School Students in Physics

ERIC Educational Resources Information Center

Gambari, Amosa Isiaka; Yusuf, Mudasiru Olalere

2017-01-01

This study investigated the relative effectiveness of computer-supported cooperative learning strategies on the performance, attitudes, and retention of secondary school students in physics. A purposive sampling technique was used to select four senior secondary schools from Minna, Nigeria. The students were allocated to one of four groups:…

Actual versus Implied Physics Students: How Students from Traditional Physics Classrooms Related to an Innovative Approach to Quantum Physics

ERIC Educational Resources Information Center

Bøe, Maria Vetleseter; Henriksen, Ellen Karoline; Angell, Carl

2018-01-01

Calls for renewal of physics education include more varied learning activities and increased focus on qualitative understanding and history and philosophy of science (HPS) aspects. We have studied an innovative approach implementing such features in quantum physics in traditional upper secondary physics classrooms in Norway. Data consists of 11…

Construct Validation of the Physics Metacognition Inventory

NASA Astrophysics Data System (ADS)

Taasoobshirazi, Gita; Farley, John

2013-02-01

The 24-item Physics Metacognition Inventory was developed to measure physics students' metacognition for problem solving. Items were classified into eight subcomponents subsumed under two broader components: knowledge of cognition and regulation of cognition. The students' scores on the inventory were found to be reliable and related to students' physics motivation and physics grade. An exploratory factor analysis provided evidence of construct validity, revealing six components of students' metacognition when solving physics problems including: knowledge of cognition, planning, monitoring, evaluation, debugging, and information management. Although women and men differed on the components, they had equivalent overall metacognition for problem solving. The implications of these findings for future research are discussed.

The role of recognition and interest in physics identity development

NASA Astrophysics Data System (ADS)

Lock, Robynne

2016-03-01

While the number of students earning bachelor's degrees in physics has increased in recent years, this number has only recently surpassed the peak value of the 1960s. Additionally, the percentage of women earning bachelor's degrees in physics has stagnated for the past 10 years and may even be declining. We use a physics identity framework consisting of three dimensions to understand how students make their initial career decisions at the end of high school and the beginning of college. The three dimensions consist of recognition (perception that teachers, parents, and peers see the student as a ``physics person''), interest (desire to learn more about physics), and performance/competence (perception of abilities to complete physics related tasks and to understand physics). Using data from the Sustainability and Gender in Engineering survey administered to a nationally representative sample of college students, we built a regression model to determine which identity dimensions have the largest effect on physics career choice and a structural equation model to understand how the identity dimensions are related. Additionally, we used regression models to identify teaching strategies that predict each identity dimension.

Middle school students' learning of mechanics concepts through engagement in different sequences of physical and virtual experiments

NASA Astrophysics Data System (ADS)

Sullivan, Sarah; Gnesdilow, Dana; Puntambekar, Sadhana; Kim, Jee-Seon

2017-08-01

Physical and virtual experimentation are thought to have different affordances for supporting students' learning. Research investigating the use of physical and virtual experiments to support students' learning has identified a variety of, sometimes conflicting, outcomes. Unanswered questions remain about how physical and virtual experiments may impact students' learning and for which contexts and content areas they may be most effective. Using a quasi-experimental design, we examined eighth grade students' (N = 100) learning of physics concepts related to pulleys depending on the sequence of physical and virtual labs they engaged in. Five classes of students were assigned to either the: physical first condition (PF) (n = 55), where students performed a physical pulley experiment and then performed the same experiment virtually, or virtual first condition (VF) (n = 45), with the opposite sequence. Repeated measures ANOVA's were conducted to examine how physical and virtual labs impacted students' learning of specific physics concepts. While we did not find clear-cut support that one sequence was better, we did find evidence that participating in virtual experiments may be more beneficial for learning certain physics concepts, such as work and mechanical advantage. Our findings support the idea that if time or physical materials are limited, using virtual experiments may help students understand work and mechanical advantage.

Physical activity and its related motivational attributes in adolescents with different BMI.

PubMed

Hwang, J; Kim, Y H

2013-03-01

A number of obesity studies have been focused on identifying the relationships between socioeconomic status and physical activity involvement. In behavioral medicine, the limited data are available on obese people's physical activity and its related psychological predictors based on psychological theories. To identify the differences in physical activity and its related motivational attributes among normal weight, overweight, and obese adolescents and to find the effect of body mass index (BMI) and the Self-Determination Theory (SDT) constructs in predicting physical activity. One thousand seventy-one students ranging from seventh to ninth grades were randomly selected from three junior high schools in Seoul (359 normal weight students, 468 overweight students, and 244 obese students). A Korean version of Behavioral Regulation in Exercise Questionnaire-2 and Leisure Time Exercise Questionnaire were applied to measure the participants' motivational attributes and physical activity. Overweight and obese adolescents showed higher scores on amotivation and externally motivated regulations for physical activity than their normal weight counterparts. Internal regulation was more significant for physical activity in normal weight adolescent. However, there was no difference in physical activity among the three groups. Additionally, the findings identified that BMI and the SDT constructs were significant to explain physical activity. This study offers fundamental knowledge in gaining a clearer understanding of the types of motivation most likely to contribute to the initiation and promotion of physical activity in overweight and obese adolescents.

Changing the Metacognitive Orientation of a Classroom Environment to Stimulate Metacognitive Reflection Regarding the Nature of Physics Learning

ERIC Educational Resources Information Center

Thomas, Gregory P.

2013-01-01

Problems persist with physics learning in relation to students' understanding and use of representations for making sense of physics concepts. Further, students' views of physics learning and their physics learning processes have been predominantly found to reflect a "surface" approach to learning that focuses on mathematical aspects of…

Fostering Disciplinary Literacy? South African Physics Lecturers' Educational Responses to Their Students' Lack of Representational Competence

ERIC Educational Resources Information Center

Linder, Anne; Airey, John; Mayaba, Nokhanyo; Webb, Paul

2014-01-01

Recently, the South African Institute of Physics undertook a major review of university physics education. The report highlighted the necessity for further transformation of the teaching of physics, particularly in relation to the teaching of under-prepared students. In this article we examine how physics lecturers in South Africa reported how…

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…

Student Agency: an Analysis of Students' Networked Relations Across the Informal and Formal Learning Domains

NASA Astrophysics Data System (ADS)

Rappa, Natasha Anne; Tang, Kok-Sing

2017-06-01

Agency is a construct facilitating our examination of when and how young people extend their own learning across contexts. However, little is known about the role played by adolescent learners' sense of agency. This paper reports two cases of students' agentively employing and developing science literacy practices—one in Singapore and the other in the USA. The paper illustrates how these two adolescent learners in different ways creatively accessed, navigated and integrated in-school and out-of-school discourses to support and nurture their learning of physics. Data were gleaned from students' work and interviews with students participating in a physics curricular programme in which they made linkages between their chosen out-of-school texts and several physics concepts learnt in school. The students' agentive moves were identified by means of situational mapping, which involved a relational analysis of the students' chosen artefacts and discourses across time and space. This relational analysis enabled us to address questions of student agency—how it can be effected, realised, construed and examined. It highlights possible ways to intervene in these networked relations to facilitate adolescents' agentive moves in their learning endeavours.

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.

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.

More Useful, or Not So Bad? Evaluating the Effects of Interventions to Reduce Perceived Cost and Increase Utility Value with College Physics Students

NASA Astrophysics Data System (ADS)

Rosenzweig, Emily Quinn

In the present study I developed and evaluated the effects of two interventions designed to target students' motivation to learn in an introductory college physics course. One intervention was designed to improve students' perceptions of utility value and the other was designed to reduce students' perceptions of cost. Utility value and cost both are central constructs from Eccles and colleagues' expectancy-value theory of motivation (Eccles-Parsons et al., 1983). Students (N = 148) were randomly assigned to receive the cost intervention, the utility value intervention, or one of two control conditions. Compared to a survey control condition, neither intervention impacted overall students' motivation, measured at 3 time points over the semester, or their course outcomes. In moderation analyses, neither intervention impacted any students' perceptions of utility value. However, both interventions impacted some students' perceptions of cost, competence-related beliefs, and course outcomes positively while impacting these variables for other students negatively. The cost intervention benefitted consistently and in different ways students who had low baseline competence-related beliefs, low prior achievement, strong malleable beliefs about intelligence, or who were female. However, the intervention showed consistent undermining effects on motivation and/or achievement for students with strong fixed beliefs about intelligence. The utility value intervention benefitted consistently the course outcomes of students who had low baseline competence-related beliefs, low prior achievement, or who were female. The intervention showed less consistent undermining effects on motivation for students with strong fixed beliefs about intelligence, high baseline competence-related beliefs, or high prior achievement. Prior researchers have shown that utility value interventions improve course outcomes for some students who are at risk for underachievement. The present study extends prior work by showing that utility value interventions benefit similar students in college physics courses. It also demonstrates that a cost intervention is a viable way to impact at-risk students' physics course outcomes. Future researchers should consider carefully moderating variables and how to mitigate potential undermining effects for some students when implementing future expectancy-value-theory-based interventions in college physics courses.

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.

Modelling Students' Construction of Energy Models in Physics.

ERIC Educational Resources Information Center

Devi, Roshni; And Others

1996-01-01

Examines students' construction of experimentation models for physics theories in energy storage, transformation, and transfers involving electricity and mechanics. Student problem solving dialogs and artificial intelligence modeling of these processes is analyzed. Construction of models established relations between elements with linear causal…

After-School Physical Activity and Eating Behaviors of Middle School Students in Relation to Adult Supervision

ERIC Educational Resources Information Center

Miller, Wayne C.; Hering, Michelle; Cothran, Carrie; Croteau, Kim; Dunlap, Rebecca

2012-01-01

Objective: Examine after-school activity patterns, eating behaviors, and social environment of overweight and normal weight middle school students. Design: Eating and physical activity behaviors of 141 students, ages 10-14, were monitored. Students completed a diary documenting type of activity, location, adult supervision, accompanying…

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.

How Students' Epistemological Beliefs in the Domain of Physics and Their Conceptual Change Are Related?

ERIC Educational Resources Information Center

Kaymak, Ercan; Ogan-Bekiroglu, Feral

2013-01-01

The purposes of this study were to determine high school students' epistemological beliefs in the domain of physics and to explore and explain the possible relationship between their beliefs and their conceptual change in physics by taking the students' learning strategies into account. A multi-case study design was used for the research…

Creation and application of three-dimensional computer-graphic animations for introduction to radiological physics and technology.

PubMed

Hasegawa, Tomoyuki; Kojima, Haruna; Masu, Chisato; Fukushima, Yasuhiro; Kojima, Hironori; Konokawa, Kiminori; Isobe, Tomonori; Sato, Eisuke; Murayama, Hideo; Maruyama, Koichi; Umeda, Tokuo

2010-01-01

Physics-related subjects are important in the educational fields of radiological physics and technology. However, conventional teaching tools, for example texts, equations, and two-dimensional figures, are not very effective in attracting the interest of students. Therefore, we have created several multimedia educational materials covering radiological physics and technology. Each educational presentation includes several segments of high-quality computer-graphic animations designed to attract students' interest. We used personal computers (PCs) and commercial software to create and compile these. Undergraduate and graduate students and teachers and related professionals contributed to the design and creation of the educational materials as part of student research. The educational materials can be displayed on a PC monitor and manipulated with popular free software. Opinion surveys conducted in undergraduate courses at Kitasato University support the effectiveness of our educational tools in helping students gain a better understanding of the subjects offered and in raising their interest.

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.

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.

Do Small Rural High Schools Differ from Larger Schools in Relation to Absentee Rates in Physical Education?

ERIC Educational Resources Information Center

Lagestad, Pal; Ranes, Vebjorn; Welde, Boye

2015-01-01

The aims of the study were twofold: (a) to investigate how school size affects absentee rates in physical education (PE) and (b) to examine the experiences of students and teachers at a small rural high school in relation to attendance in PE at their school. The absentee rates in PE among all students (N = 6928 students) in a county in Norway were…

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…

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.

Understanding of Prospective Physics Teachers Students Toward Pedagogical Content Knowledge on Optical Geometry Materials

NASA Astrophysics Data System (ADS)

Erwin, E.; Rustaman, N. Y.

2017-09-01

This article discusses about Pedagogical content knowledge (PCK) profile of prospective physics teachers on optical geometry materials. Data collected using interview and questionnaire, and the data were analyzed descriptively. The results showed that PCK is an unfamiliar term to students. The extreme findings in this study is the lack of understanding of PCK by prospective physics teachers relating to the importance of recognizing the characteristics of students and how to manage questions from students, which teacher has to directly answer questions from students, and how to respond to the students’ incorrect answer, mostly prospective physics teachers assume that in case of the students answer incorrectly, the students should be directly blamed. Prospective physics teachers have not yet integrated the pedagogical knowledge with the content knowledge in their possess learning it he optical geometry material.

Relative Age Effect in Physical Fitness Among Elementary and Junior High School Students.

PubMed

Nakata, Hiroki; Akido, Miki; Naruse, Kumi; Fujiwara, Motoko

2017-10-01

The present study investigated characteristics of the relative age effect (RAE) among a general sample of Japanese elementary and junior high school students. Japan applies a unique annual age-grouping by birthdates between April 1 and March 31 of the following year for sport and education. Anthropometric and physical fitness data were obtained from 3,610 Japanese students, including height, weight, the 50-m sprint, standing long jump, grip strength, bent-leg sit-ups, sit and reach, side steps, 20-m shuttle run, and ball throw. We examined RAE-related differences in these data using a one-way analysis of variance by comparing students with birthdates in the first (April-September) versus second (October-March of the following year) semesters. We observed a significant RAE for boys aged 7 to 15 years on both anthropometric and fitness data, but a significant RAE for girls was only evident for physical fitness tests among elementary school and not junior high school students. Thus, a significant RAE in anthropometry and physical fitness was evident in a general sample of school children, and there were RAE gender differences among adolescents.

An Intervention to Improve Teachers' Interpersonally Involving Instructional Practices in High School Physical Education: Implications for Student Relatedness Support and In-Class Experiences.

PubMed

Sparks, Cassandra; Lonsdale, Chris; Dimmock, James; Jackson, Ben

2017-04-01

Research grounded in self-determination theory has demonstrated the important role of teachers in shaping students' physical education experiences. Utilizing a cluster-randomized controlled design, this study aimed to examine whether an interpersonally involving training program based on self-determination theory principles could enhance students' in-class experiences. With 18 teachers (males = 8, females = 10, M age  = 32.75, SD = 8.14) and a final sample of 382 students (males = 155, females = 227, M age  = 13.20, SD = 1.66), we implemented linear mixed modeling to investigate the effects on students' (a) perceived relatedness support and (b) enjoyment of physical education, tripartite efficacy beliefs (i.e., self-efficacy, other-efficacy, relation-inferred self-efficacy), self-determined motivation, and amotivation. Relative to those in the control condition, students in the treatment condition reported positive changes in teacher-provided relatedness support, enjoyment, other-efficacy, and peer-focused relation-inferred self-efficacy. These findings demonstrate support for strategies designed to aid physical education teachers' relatedness-supportive instructional behaviors.

Exploration of the attitudes of nursing students to peer physical examination and physical examination of patients.

PubMed

Wearn, Andy M; Bhoopatkar, Harsh; Mathew, Thomas K; Stewart, Lisa

2013-08-01

The use of peer physical examination (PPE) in early clinical skills has been studied amongst medical students. The majority of students are comfortable with using peer physical examination, when sensitive areas are excluded. Students' attitudes are related to their personal characteristics: gender, age, religious faith, and ethnicity. There is no data on nursing students' attitudes to peer physical examination. Identify and explore: Dual cohort, cross-sectional, anonymous survey. Three-year undergraduate nursing programme, skills centre and service clinical learning. All first and third year nursing students were asked to complete a modified Examining Fellow Students questionnaire at the end of 2008. The questionnaire asked students to indicate which of 12 body areas they would not be willing to examine/have examined by a peer of the same/opposite gender. This study also asked students which of the 12 body areas they felt uncomfortable examining on patients. The response rate was 76% (128/168). The students were predominantly female (93% female; 7% male). Most students were comfortable with examining non-sensitive body regions of peers (78.2%-100% willing) and patients (92.3-100% willing). Male gender was significantly associated with willingness to examine and be examined by peers (p=0.001); Asian students were significantly less willing to engage in peer physical examination with opposite gender (p<0.007). Year 3 students were significantly more comfortable than Year 1 in examining patients of either gender (p<0.001). In spite of the male gender findings, this predominantly female population expresses similar attitudes to the gender-balanced medical student studies - high acceptability for non-sensitive areas. The role of characteristics and attitudes to peer physical examination shows similarities and differences to other studies. Student characteristics were not related to patient examination attitudes. Copyright © 2012 Elsevier Ltd. All rights reserved.

High school students' scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics: a structural equation model

NASA Astrophysics Data System (ADS)

Kapucu, Serkan; Bahçivan, Eralp

2015-05-01

Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates these relationships by considering theoretical and empirical evidences can empower researchers to discuss these relationships more comprehensively. Purpose: The purpose of this study is to explore the relationships among Turkish high school students' scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics. Sample: A total of 632 high school students participated in this study; however, 269 female and 229 male (a total of 498) high school students' data were used. Design and methods: Three distinct instruments that measure scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics were combined into a unique questionnaire form and it was distributed to high school students. To explore the relationships among these variables, structural equation modeling was used. Results: The results showed that scientific epistemological belief dimensions uncovered by the nature of knowing (source and justification) significantly and positively related to both self-efficacy in learning physics and attitudes toward other important physics dimensions. Additionally, self-efficacy in learning physics significantly and positively predicted attitudes toward multiple physics dimensions (importance, comprehension and requirement). However, epistemological belief dimensions related to the nature of knowledge (certainty and development) did not have significant impact on self-efficacy in learning physics or attitudes toward physics. Conclusions: This study concludes that there are positive and significant relationships among Turkish high school students' scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.

Identifying and addressing specific student difficulties in advanced thermal physics

NASA Astrophysics Data System (ADS)

Smith, Trevor I.

As part of an ongoing multi-university research study on student understanding of concepts in thermal physics at the upper division, I identified several student difficulties with topics related to heat engines (especially the Carnot cycle), as well as difficulties related to the Boltzmann factor. In an effort to address these difficulties, I developed two guided-inquiry worksheet activities (a.k.a. tutorials) for use in advanced undergraduate thermal physics courses. Both tutorials seek to improve student understanding of the utility and physical background of a particular mathematical expression. One tutorial focuses on a derivation of Carnot's theorem regarding the limit on thermodynamic efficiency, starting from the Second Law of Thermodynamics. The other tutorial helps students gain an appreciation for the origin of the Boltzmann factor and when it is applicable; focusing on the physical justification of its mathematical derivation, with emphasis on the connections between probability, multiplicity, entropy, and energy. Student understanding of the use and physical implications of Carnot's theorem and the Boltzmann factor was assessed using written surveys both before and after tutorial instruction within the advanced thermal physics courses at the University of Maine and at other institutions. Classroom tutorial sessions at the University of Maine were videotaped to allow in-depth scrutiny of student successes and failures following tutorial prompts. I also interviewed students on various topics related to the Boltzmann factor to gain a more complete picture of their understanding and inform tutorial revisions. Results from several implementations of my tutorials at the University of Maine indicate that students did not have a robust understanding of these physical principles after lectures alone, and that they gain a better understanding of relevant topics after tutorial instruction; Fisher's exact tests yield statistically significant improvement at the alpha = 0.05 level. Results from other schools indicate that difficulties observed before tutorial instruction in our classes (for both tutorials) are not unique, and that the Boltzmann factor tutorial can be an effective replacement for lecture instruction. Additional research is suggested that would further examine these difficulties and inform instructional strategies to help students overcome them.

Relationships between physical education students' motivational profiles, enjoyment, state anxiety, and self-reported physical activity.

PubMed

Yli-Piipari, Sami; Watt, Anthony; Jaakkola, Timo; Liukkonen, Jarmo; Nurmi, Jari-Erik

2009-01-01

The purpose of this study was to analyze motivational profiles based on the self-determination theory (Deci and Ryan, 2000) and how these profiles are related to physical education students' enjoyment, state anxiety, and physical activity. The participants, 429 sixth grade students (girls = 216; boys = 213) completed SMS, Sport Enjoyment Scale, PESAS, and Physical Activity Scale. Cluster analyses identified two motivational profiles: 1) the "High motivation profile", in which the students had high intrinsic and extrinsic motivation, and low levels of amotivation, and 2) the "Low motivation profile", in which the students had low intrinsic and extrinsic motivation, and low levels of amotivation. The students in the first cluster enjoyed physical education more and were physically more active. The results revealed that students may be motivated towards physical education lessons both intrinsically and extrinsically, and still experience enjoyment in physical education. Key pointsTWO MOTIVATIONAL PROFILES WERE REVEALED: 1) the "High motivation profile", in which the students had high intrinsic and extrinsic motivation, and low levels of amotivation, and 2) the "Low motivation profile", in which the students had low intrinsic and extrinsic motivation, and low levels of amotivation.The students in the first profile enjoyed physical education more and were physically more active than the students in the second profile.Moreover, the representatives of the "High motivation profile "experienced greater anxiety toward physical education than the representatives of the "Low motivation profile"These findings raised an interesting question whether students engaging in physical education benefit more from the presence of both self-determined and non-self-determined forms of motivation, or are the benefits higher if students are primarily self-determined?

Self-determined motivation in physical education and its links to motivation for leisure-time physical activity, physical activity, and well-being in general.

PubMed

Bagøien, Tor Egil; Halvari, Hallgeir; Nesheim, Hallgeir

2010-10-01

The present study tested a trans-contextual model based on self-determination theory of the relations between motivation in physical education, motivation in leisure-time physical activity, physical activity, and psychological well-being. Participants were 329 Norwegian upper secondary school students (M age = 16.5 yr., SD = 0.7). Students' perceptions of autonomy-supportive teachers in physical education were expected to be positively associated with students' psychological needs satisfaction in physical education, which was expected to be positively related to autonomous motivation for physical education participation. In turn, autonomous motivation for physical education was expected to be positively associated with perceived competence and autonomous motivation for leisure-time physical activity, which both were expected to be positively associated with leisure-time physical activity and psychological well-being in general. Structural equation models and bootstrapping supported the hypotheses and the indirect links between variables. Sex differences indicate that more research is needed on how to motivate girls to be more physically active in leisure time.

Examining Physics Career Interests: Recruitment and Persistence into College

NASA Astrophysics Data System (ADS)

Lock, R. M.; Hazari, Z.; Sadler, P. M.; Sonnert, G.

2012-03-01

Compared to the undergraduate population, the number of students obtaining physics degrees has been declining since the 1960s. This trend continues despite the increasing number of students taking introductory physics courses in high school and college. Our work uses an ex-post facto design to study the factors that influence students' decision to pursue a career in physics at the beginning of college. These factors include high school physics classroom experiences, other science-related experiences, and students' career motivations. The data used in this study is drawn from the Persistence Research in Science and Engineering (PRiSE) Project, a large-scale study that surveyed a nationally representative sample of college/university students enrolled in introductory English courses about their interests and prior experiences in science.

Physical education Teachers' and public health Nurses' perception of Norwegian high school Students' participation in physical education - a focus group study.

PubMed

Abildsnes, Eirik; Stea, Tonje H; Berntsen, Sveinung; Omfjord, Christina S; Rohde, Gudrun

2015-12-24

High quality physical education programs in high schools may facilitate adoption of sustainable healthy living among adolescents. Public health nurses often meet students who avoid taking part in physical education programs. We aimed to explore physical education teachers' and public health nurses' perceptions of high school students' attitudes towards physical education, and to explore physical education teachers' thoughts about how to facilitate and promote students' participation in class. Prior to an initiative from physical education teachers, introducing a new physical education model in two high schools in the South of Norway, we conducted focus groups with 6 physical education teachers and 8 public health nurses. After implementation of the new model, we conducted two additional focus group interviews with 10 physical education teachers. In analyses we used Systematic Text Condensation and an editing analysis style. In general, the students were experienced as engaged and appreciating physical education lessons. Those who seldom attended often strived with other subjects in school as well, had mental health problems, or were characterized as outsiders in several arenas. Some students were reported to be reluctant to expose their bodies in showers after class, and students who seldom attended physical education class frequently visited the school health services. Although the majority of students were engaged in class, several of the students lacked knowledge about physical fitness and motoric skills to be able to master daily activities. The participants related the students' competence and attitude towards participation in physical education class to previous experiences in junior high school, to the competence of physical education teachers, and to possibility for students to influence the content of physical education programs. The participants suggested that high school students' attitudes towards participation in physical education is heterogeneous, depends on the students' previous experiences, and on their present health and quality of life. All participants recommended adolescents to take part in program development, and selecting activities that generate competence, fun and enjoyment.

Developing Health-Related Fitness: It Takes More than a Week!--Fitnessgram Part 2

ERIC Educational Resources Information Center

Walkuski, Jeffrey J.; Masterson, Carolyn

2005-01-01

In this article, the authors discuss some activities that will develop health-related fitness for students and recommend that teachers present activities that make students feel capable, confident and competent to their participation in physical activity. The authors present NASPE's Physical Best fitness education program and the Cooper…

Associations between Physical Activity and Health-Related Factors in a National Sample of College Students

ERIC Educational Resources Information Center

Dinger, Mary K.; Brittain, Danielle R.; Hutchinson, Susan R.

2014-01-01

Objective: To examine associations between meeting the current moderate to vigorous physical activity (MVPA) recommendation and health-related factors in a national sample of college students. Participants: Participants (N = 67,861) completed the National College Health Assessment II during the Fall 2008/Spring 2009 academic year. Methods:…

Girls and Upper School Physics: Some Optimism and Opportunity

ERIC Educational Resources Information Center

Mitrevski, Juliana; Treagust, David

2011-01-01

In recent years, the numbers of girls in secondary and tertiary education studying Physics have declined. This research sought to investigate Years 10 and 11 female students' views about Physics and their physics teachers and was conducted in an all-girls independent school. While the findings show that in general these students do not relate well…

Physics career intentions: The effect of physics identity, math identity, and gender

NASA Astrophysics Data System (ADS)

Lock, Robynne M.; Hazari, Zahra; Potvin, Geoff

2013-01-01

Although nearly half of high school physics students are female, only 21% of physics bachelor's degrees are earned by women. Using data from a national survey of college students in introductory English courses (on science-related experiences, particularly in high school), we examine the influence of students' physics and math identities on their choice to pursue a physics career. Males have higher math and physics identities than females in all three dimensions of our identity framework. These dimensions include: performance/competence (perceptions of ability to perform/understand), recognition (perception of recognition by others), and interest (desire to learn more). A regression model predicting students' intentions to pursue physics careers shows, as expected, that males are significantly more likely to choose physics than females. Surprisingly, however, when physics and math identity are included in the model, females are shown to be equally likely to choose physics careers as compared to males.

Relativity, quantum physics and philosophy in the upper secondary curriculum: challenges, opportunities and proposed approaches

NASA Astrophysics Data System (ADS)

Henriksen, Ellen K.; Bungum, Berit; Angell, Carl; Tellefsen, Cathrine W.; Frågåt, Thomas; Vetleseter Bøe, Maria

2014-11-01

In this article, we discuss how quantum physics and relativity can be taught in upper secondary school, in ways that promote conceptual understanding and philosophical reflections. We present the ReleQuant project, in which web-based teaching modules have been developed. The modules address competence aims in the Norwegian national curriculum for physics (final year of upper secondary education), which is unique in that it includes general relativity, entangled photons and the epistemological consequences of modern physics. These topics, with their high demands on students’ understanding of abstract and counter-intuitive concepts and principles, are challenging for teachers to teach and for students to learn. However, they also provide opportunities to present modern physics in innovative ways that students may find motivating and relevant both in terms of modern technological applications and in terms of contributions to students’ intellectual development. Beginning with these challenges and opportunities, we briefly present previous research and theoretical perspectives with relevance to student learning and motivation in modern physics. Based on this, we outline the ReleQuant teaching approach, where students use written and oral language and a collaborative exploration of animations and simulations as part of their learning process. Finally, we present some of the first experiences from classroom tests of the quantum physics modules.

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…

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.

Student Understanding of Light as an Electromagnetic Wave: Relating the Formalism to Physical Phenomena.

ERIC Educational Resources Information Center

Ambrose, Bradley S.; Heron, Paula R. L.; Vokos, Stamatis; McDermott, Lillian C.

1999-01-01

Some serious difficulties that students have in understanding physical optics may be due in part to a lack of understanding of light as an electromagnetic wave. Describes the development and use of tutorials designed to address students' conceptual difficulties. (Contains over 15 references.) (Author/WRM)

Consistent Results with the Consistency Hypothesis? The Effects of Epistemic Beliefs on Metacognitive Processing

ERIC Educational Resources Information Center

Muis, Krista Renee; Kendeou, Panayiota; Franco, Gina M.

2011-01-01

We explored relations between students' trade; epistemic beliefs, metacognitive monitoring and recall performance in the context of learning physics through metaphor. Eighty-three university undergraduate students completed questionnaires designed to measure their epistemic beliefs and prior knowledge about Newtonian physics. Students were…

Physics Teacher Characteristics and Classroom Practices

NASA Astrophysics Data System (ADS)

Taylor, Melissa S.; Phillips, Jeffrey A.

2010-10-01

One hundred eighteen high school and college teachers in Southern California completed a web-based survey designed to better understand the differences in physics classrooms and the reasons behind the teachers' choices. Survey topics included teachers' familiarity and use of research-based instructional strategies, amount of student-student interaction in their classes, their views about teaching and their interactions with the physics teaching community. Partial results from the survey are presented in this paper. Among the findings was that while increased interactions with colleagues correlated with more student-student interactions, increased participation in conferences or reading of journals related to physics teaching did not.

Relationship between motivation and learning in physical education and after-school physical activity.

PubMed

Chen, Senlin; Sun, Haichun; Zhu, Xihe; Chen, Ang

2014-12-01

A primary goal of physical education is to develop physically literate individuals with the knowledge, skills, and confidence necessary for a physically active lifestyle. Guided by the expectancy-value and interest motivation theories, the purpose of this study was to identify the relationship between students' motivation and health-related fitness knowledge developed in physical education and their after-school physical activity participation. Third-, 4th-, and 5th-grade students (N = 293) from 6 elementary schools in a large metropolitan school district in the United States provided data on expectancy beliefs and perceived task values, situational interest, health-related fitness knowledge, and after-school physical activity. Data were analyzed using descriptive statistics and a simultaneous multiple regression model. It was found that expectancy beliefs (β = .20, t = 2.16, p = .03) and perceived exploration demand (β = .25, t = 2.58, p = .01), a source for situational interest, were positively related to after-school physical activity. The 2 variables, however, accounted for only 11.2% of the variances for children's after-school physical activity participation. This study demonstrates that students' active exploration and expectancy beliefs for success in physical education have limited influence on leisure-time physical activity participation.

Health-related quality of life of students from a private medical school in Brazil.

PubMed

Lins, Liliane; Carvalho, Fernando M; Menezes, Marta S; Porto-Silva, Larissa; Damasceno, Hannah

2015-11-08

To assess health-related quality of life (HRQOL) and to describe factors associated with its variation among undergraduate medical students at a Brazilian private medical school. A cross-sectional study in a sample (n=180) of medical students at a private medical school in Salvador, Brazil, stratified by year of medical course. Data about age, sex, year of course, physical activity, sleepiness, headaches, participation in a student loan program supported by the Brazilian government (FIES) and living arrangements were collected using a self-administered form. HRQOL was assessed by using a Brazilian Portuguese version of the SF-36 form. The eight domains of SF-36 and the Physical Component (PCS) and Mental Component (MCS) Summaries scales were calculated. The medical students showed poor HRQOL, mainly because of the mental component. Lower mean scores were found among those with FIES support, females, those suffering from sleepiness, headaches and lacking physical activity. No clear trend was observed in the variation of the SF-36 mean scores according to the year of medical school. However, students in the fifth year of the course had the highest HRQOL mean scores. Health-related quality of life of students at this private medical school was poor, mainly because of its mental component. Lower HRQOL was associated with FIES support, females, sleepiness, headaches and lack of regular physical activity. Higher scores were found among fifth year students.

Changing the Metacognitive Orientation of a Classroom Environment to Stimulate Metacognitive Reflection Regarding the Nature of Physics Learning

NASA Astrophysics Data System (ADS)

Thomas, Gregory P.

2013-05-01

Problems persist with physics learning in relation to students' understanding and use of representations for making sense of physics concepts. Further, students' views of physics learning and their physics learning processes have been predominantly found to reflect a 'surface' approach to learning that focuses on mathematical aspects of physics learning that are often passed on via textbooks and lecture-style teaching. This paper reports on a teacher's effort to stimulate students' metacognitive reflection regarding their views of physics learning and their physics learning processes via a pedagogical change that incorporated the use of a representational framework and metaphors. As a consequence of the teacher's pedagogical change, students metacognitively reflected on their views of physics and their learning processes and some reported changes in their views of what it meant to understand physics and how they might learn and understand physics concepts. The findings provide a basis for further explicit teaching of representational frameworks to students in physics education as a potential means of addressing issues with their physics learning.

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

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.

Tapping the Geoscience Two-Year College Student Reservoir: Factors that Influence Student Transfer Intent and Physical Science Degree Aspirations

NASA Astrophysics Data System (ADS)

Wolfe, Benjamin A.

Colleges and universities are facing greater accountability to identify and implement practices that increase the number of two-year college (2YC) students who transfer to four-year institutions (4YC) and complete baccalaureate degrees. This is particularly true for physical science and geoscience disciplines, which have the lowest STEM degree completion rates of students transferring from 2YCs (Wilson, 2014a). A better understanding of how academic engagement experiences contribute to increased 2YC student interest in these disciplines and student intent to transfer is critical in strengthening the transfer pathway for the physical sciences and geosciences. The purpose of this study was to gain understanding of the influence that background characteristics, mathematics preparation, academic experiences (e.g. faculty-student interaction, undergraduate research experiences, and field experiences), and academic advisor engagement have on 2YC student intentions to transfer to a four-year institution (4YC) with physical science or geoscience degree aspirations. Incorporating the conceptual frameworks of student engagement and transfer student capital (Laanan et al., 2010), this study used Astin's (1993; 1999) input-environment-outcomes (I-E-O) model to investigate what factors predict 2YC students' intent to transfer to a 4YC and pursue physical science or geoscience degrees. This study used a quantitative research approach with data collected from 751 student respondents from 24 2YCs. Results from three sequential multiple regression models revealed advisor interaction, speaking with a transfer advisor, and visiting the intended 4YC were significant in increased 2YC student transfer intent. Student-faculty interaction and faculty and academic advisors discussing career opportunities in the physical sciences were significant in leading to increased 2YC student intent to pursue physical science degrees or geoscience degrees. The results also substantiated the significant role that field-based experiences have in increasing student intent in pursuing geoscience related majors. Surprisingly, developmental math placement was not found to be a significant predictor of transfer intent nor intent to pursue physical science or geoscience degrees. These findings reveal that developing practices focused on transfer student capital acquisition can strengthen the pipeline of physical science and geoscience degrees and supports the suggestion that 2YCs can serve as an intervention point to broaden participation in STEM related degrees.

Mental Health and Family Life Education. Individualized Health Incentive Program Modules for Physically Disabled Students for Grades Kindergarten Through Twelve. Teacher's Edition.

ERIC Educational Resources Information Center

Reggio, Kathryn D.

Presented is a module in mental health and family life education adapted from the New York State Health Education curriculum to meet the needs of physically disabled students in grades K-12. It is explained that physically disabled students need to understand regular health habits in addition to special health concerns relating to their…

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 Physics with Basketball

NASA Astrophysics Data System (ADS)

Chanpichai, N.; Wattanakasiwich, P.

2010-07-01

Recently, technologies and computer takes important roles in learning and teaching, including physics. Advance in technologies can help us better relating physics taught in the classroom to the real world. In this study, we developed a module on teaching a projectile motion through shooting a basketball. Students learned about physics of projectile motion, and then they took videos of their classmates shooting a basketball by using the high speed camera. Then they analyzed videos by using Tracker, a video analysis and modeling tool. While working with Tracker, students learned about the relationships between three kinematics graphs. Moreover, they learned about a real projectile motion (with an air resistance) through modeling tools. Students' abilities to interpret kinematics graphs were investigated before and after the instruction by using the Test of Understanding Graphs in Kinematics (TUG-K). The maximum normalized gain or is 0.77, which indicated students' improvement in determining displacement from the velocity-time graph. The minimum is 0.20, which indicated that most students still have difficulties interpreting the change in velocity from the acceleration-time graph. Results from evaluation questionnaires revealed that students also satisfied with the instructions that related physics contents to shooting basketball.

Research as a guide for curriculum development: An example from introductory spectroscopy. II. Addressing student difficulties with atomic emission spectra

NASA Astrophysics Data System (ADS)

Ivanjek, L.; Shaffer, P. S.; McDermott, L. C.; Planinic, M.; Veza, D.

2015-02-01

This is the second of two closely related articles (Paper I and Paper II) that together illustrate how research in physics education has helped guide the design of instruction that has proved effective in improving student understanding of atomic spectroscopy. Most of the more than 1000 students who participated in this four-year investigation were science majors enrolled in the introductory calculus-based physics course at the University of Washington (UW) in Seattle, WA, USA. The others included graduate and undergraduate teaching assistants at UW and physics majors in introductory and advanced physics courses at the University of Zagreb, Zagreb, Croatia. About half of the latter group were preservice high school physics teachers. Paper I describes how several conceptual and reasoning difficulties were identified among university students as they tried to relate a discrete line spectrum to the energy levels of atoms in a light source. This second article (Paper II) illustrates how findings from this research informed the development of a tutorial that led to improvement in student understanding of atomic emission spectra.

Research as a guide for curriculum development: An example from introductory spectroscopy. I. Identifying student difficulties with atomic emission spectra

NASA Astrophysics Data System (ADS)

Ivanjek, L.; Shaffer, P. S.; McDermott, L. C.; Planinic, M.; Veza, D.

2015-01-01

This is the first of two closely related articles (Paper I and Paper II) that together illustrate how research in physics education has helped guide the design of instruction that has proved effective in improving student understanding of atomic spectroscopy. Most of the more than 1000 students who participated in this four-year investigation were science majors enrolled in the introductory calculus-based physics course at the University of Washington (UW) in Seattle, WA, USA. The others included graduate and undergraduate teaching assistants at UW and physics majors in introductory and advanced physics courses at the University of Zagreb, Zagreb, Croatia. About half of the latter group were preservice high school physics teachers. This article (Paper I) describes how several serious conceptual and reasoning difficulties were identified among students as they tried to relate a discrete line spectrum to the energy levels of atoms in a light source. Paper II illustrates how findings from this research informed the development of a tutorial that led to significant improvement in student understanding of atomic emission spectra.

Exploring Gender Difference in Motivation, Engagement and Enrolment Behaviour of Senior Secondary Physics Students in New South Wales

NASA Astrophysics Data System (ADS)

Abraham, Jessy; Barker, Katrina

2015-02-01

Although substantial gender differences in motivation, engagement and enrolment behaviour are frequently reported in the international physics education literature, the majority of studies focus on students who intend to choose physics for their future study. The present multi-occasional study examines the gender difference in motivation, engagement and enrolment behaviour among senior secondary students from New South Wales schools who have already chosen to study physics. It examines whether the differences reflect differences of degree in these dimensions, or differences of kind for these students. Fine-grained analyses at module-specific level of the senior secondary physics curriculum indicated that the differences do not represent differences of kind. That is, girls' and boys' perceptions of the key facets of motivation, sustained engagement and choice intentions in relation to physics seemed to be qualitatively the same. However, there were differences in the degree to which boys and girls are motivated, although the pattern was inconsistent across the four modules of the senior secondary physics curriculum. Girls' motivation, engagement and sustained enrolment plans in relation to physics were found equal to or higher than boys' at various time points through the course. These findings highlight the need to change the existing gender-biased stereotype that students perceive physics as a male domain and that subjective motivation, engagement and enrolment plans will always report higher measures for males. The results have implications for intervention strategies aimed at sustaining student motivation in physics. The potential implications of the findings for practitioners and researchers are discussed.

Understanding Female Students' Physics Identity Development

NASA Astrophysics Data System (ADS)

Hazari, Zahra

2017-01-01

While the gender gap in physics participation is a known problem, practical strategies that may improve the situation are not well understood. As physics education researchers, we draw on evidence to help inform us of what may or may not be working. To this end, physics identity has proven to be a useful framework for understanding and predicting participation in physics. Drawing on data from national surveys of college students, case studies in physics classes, and surveys of undergraduate women in physics, we identify strategies that are predictive of female students' physics identity development from their high school and undergraduate physics experiences. These findings will be discussed as well as future directions for using this research to increase the recruitment of women to physics-related careers. NSF Grant # 1431846.

‘From the cat’s point of view’: upper secondary physics students’ reflections on Schrödinger’s thought experiment

NASA Astrophysics Data System (ADS)

Vinjusveen Myhrehagen, Henning; Bungum, Berit

2016-09-01

The thought experiment ‘Schrödinger’s cat’ exposes fundamental dilemmas in how we interpret quantum physics, and has a potential for deepening students’ understanding of this part of modern physics, including its philosophical consequences. In this paper we report results from the project ReleQuant on how Norwegian physics students in upper secondary schools interpret the thought experiment. The analysis resulted in nine categories, and we discuss how these relate to interpretations made by physicists, in particular the concept of superposition. Even if students’ responses in many cases can be related to interpretations that make sense in physics, we conclude that lack of knowledge about the purpose and the historical context of the thought experiment limits students understanding of the physics content. Exploring the thought experiment from a historical perspective might deepen student understanding of key concepts in quantum physics as well as of how physics develops.

An Experimental Introduction to Acoustics

NASA Astrophysics Data System (ADS)

Black, Andy Nicholas; Magruder, Robert H.

2017-11-01

Learning and understanding physics requires more than studying physics texts. It requires doing physics. Doing research is a key opportunity for students to connect physical principles with their everyday experience. A powerful way to introduce students to research and technique is through subjects in which they might find interest. Presented is an experiment that serves to introduce an advanced undergraduate or high school student to conducting research in acoustics via an experiment involving a standard dreadnought acoustic guitar, recording industry-related equipment, and relevant industrial analysis software. This experimental process is applicable to a wide range of acoustical topics including both acoustic and electric instruments. Also, the student has a hands-on experience with relevant audio engineering technology to study physical principles.

The Comparative Effectiveness of Physical, Virtual, and Virtual-Physical Manipulatives on Third-Grade Students' Science Achievement and Conceptual Understanding of Evaporation and Condensation

ERIC Educational Resources Information Center

Wang, Tzu-Ling; Tseng, Yi-Kuan

2018-01-01

The purpose of this study was to investigate the relative effectiveness of experimenting with physical manipulatives alone, virtual manipulatives alone, and virtual preceding physical manipulatives (combination environment) on third-grade students' science achievement and conceptual understanding in the domain of state changes of water, focusing…

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…

High School Students' Exercise-Related Stages of Change and Physical Activity Self-Efficacy

ERIC Educational Resources Information Center

Cengiz, Cevdet; Tilmac, Kubra

2018-01-01

Purpose: The existing literature has shown that the amount of sedentary time during early adolescence is low. This decrease is more pronounced among girls than boys. Therefore, the purpose of this study is to analyze high school students' exercise-related stages of change (ESC) and physical activity self-efficacy (PASE) for overcoming barriers…

Expectancy beliefs and perceived values of Chinese college students in physical education and physical activity.

PubMed

Chen, Ang; Liu, Xinlan

2008-03-01

The expectancy-value theory postulates that motivation relies on individuals' beliefs of success, perceived Attainment, Intrinsic Interest, and Utility values and Cost. This study examined Chinese college students' expectancy-value motivation in relation to physical education and self-initiated physical activity. A random sample of 368 Chinese university students responded to questionnaires on perceived expectancy beliefs, perceived values, and cost in terms of their experiences in mandatory physical education programs and in self-initiated after-school physical activity. They reported their choice decisions for continuing physical education. Data were analyzed using descriptive statistics, X2, logistic and linear regressions. The physical education curriculum was perceived as a major cost to motivation. Motivated by the Intrinsic Interest and Utility value, most students chose to continue to take physical education. Self-initiated after-school physical activity was motivated by the Attainment value only. No association was found between self-initiated physical activity and Liking or Disliking of physical education. Motivation for physical education and for self-initiated physical activity derived from different perceived values. The Attainment value motivates the students for self-initiated physical activity, whereas Intrinsic Interest and Utility values motivate them to choose to continue physical education.

Musculoskeletal alterations associated factors physical and environmental in dental students.

PubMed

Fals Martínez, Juntzo; González Martínez, Farith; Orozco Páez, Jennifer; Correal Castillo, Sandra Patricia; Pernett Gómez, Cindy Vanessa

2012-12-01

To describe the musculoskeletal disorders and association with physical and environmental in students of Dentistry. Cross sectional study. Simple random sampling was conducted obtaining a proportional sample of 182 students per semester. Collecting information from physical and environmental exposures related to different clinical practice and this was assessed by a structured survey questionnaire type. The valuation muscle was performed by visual analysis with Scan-test. To assess factors related to working position, the instrument was used RULA. For the analysis of the association were used odds ratios with confidence intervals of 95%. For the multivariate analysis using logistic regression. 58.2% of students had pain tenderness in upper trapezius and 45.6% in area cervical. Lateral movements in the cervical found pain in 35.7%, with the bending cervical 35.1% related to all these factors own dental practice and not to other factors external. The onset of muscle pain in this population is influenced by multiple variables, most of them, related to dental practice of students to interact with each other can trigger symptoms at neck and back.

Physics and Science Education through Project Activities of University Students and Regional Collaboration

NASA Astrophysics Data System (ADS)

Hasegawa, Makoto

A project team "Rika-Kobo" organized by university students has actively performed various science education activities at primary and secondary schools and other educational facilities as well as in science events in local areas. The activities of this student project team are related to various fields of physics and sciences. In order to provide more attractive activities, the student members prepare original experiment tools and easily-understandable presentation and explanation. Through such activities, the members can have opportunities of obtaining new knowledge and refreshing their already-obtained understandings in related fields of physics and sciences. They can also have chances of improving their skills and abilities such as presentation, problem-finding and solving, which are useful for realizing their career development. The activities of the student project team have been also welcomed by children, parents, teachers and other people in local areas because the activities provide them with opportunities of knowing and learning new knowledge in physics and sciences.

How health behaviors relate to academic performance via affect: an intensive longitudinal study.

PubMed

Flueckiger, Lavinia; Lieb, Roselind; Meyer, Andrea H; Mata, Jutta

2014-01-01

This intensive longitudinal study examined how sleep and physical activity relate to university students' affect and academic performance during a stressful examination period. On 32 consecutive days, 72 first-year students answered online questionnaires on their sleep quality, physical activity, positive and negative affect, learning goal achievement, and examination grades. First-year university students are particularly well-suited to test our hypotheses: They represent a relatively homogeneous population in a natural, but controlled setting, and simultaneously deal with similar stressors, such as examinations. Data were analyzed using multilevel structural equation models. Over the examination period, better average sleep quality but not physical activity predicted better learning goal achievement. Better learning goal achievement was associated with increased probability of passing all examinations. Relations of average sleep quality and average physical activity with learning goal achievement were mediated by experienced positive affect. In terms of day-to-day dynamics, on days with better sleep quality, participants reported better learning goal achievement. Day-to-day physical activity was not related to daily learning goal achievement. Daily positive and negative affect both mediated the effect of day-to-day sleep quality and physical activity on daily learning goal achievement. Health behaviors such as sleep quality and physical activity seem important for both academic performance and affect experience, an indicator of mental health, during a stressful examination period. These results are a first step toward a better understanding of between- and within-person variations in health behaviors, affect, and academic performance, and could inform prevention and intervention programs for university students.

Physical Therapy-Related Child Outcomes in School: An Example of Practice-Based Evidence Methodology.

PubMed

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

2016-01-01

To describe the use of practice-based evidence research methodology in a prospective, multisite observational study to investigate changes in students' participation in school activity, self-care, posture/mobility, recreation/fitness, and academic outcomes, and the relationships of these changes to characteristics of school-based physical therapy. One hundred nine physical therapists completed the training and data collection and 296 students, 5 to 12 years of age (mean age = 7.3 years) had 6 months of complete data. Therapists completed individualized (Goal Attainment Scaling) and standardized (School Function Assessment) outcome measures for students at the beginning and end of the school year and during the year collected weekly data on services to and on behalf of the students. This research design enabled the investigation of complex research questions related to school-based practice. The findings of this study, to be reported later, should influence school-based therapy by providing guidance related to what activities, interventions, and services influence student outcomes.

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.

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.

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.

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…

Relations of Physical Activity and Stress Vulnerability in University Students

ERIC Educational Resources Information Center

Xu, Furong; Liu, Wenhao; Chepyator-Thomson, Jepkorir Rose; Schmidlein, Robert

2018-01-01

There are increased concerns about depression and anxiety among college students. Thus in need of actions to find proper intervention strategies to target this issue. The purpose of this study was to examine association between leisure-time physical activity and stress vulnerability among college students. A modified survey including physical…

Framework for Understanding the Patterns of Student Difficulties in Quantum Mechanics

ERIC Educational Resources Information Center

Marshman, Emily; Singh, Chandralekha

2015-01-01

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 Relationship among Aerobic Capacity, Body Composition, and Academic Achievement of Fourth and Fifth Grade Hispanic Students

ERIC Educational Resources Information Center

Santiago, Jose A.; Roper, Emily A.; Disch, James G.; Morales, Julio

2013-01-01

Research has shown positive relationships between academic achievement and both physical activity and physical fitness. However, none of this research has focused on students from Hispanic backgrounds. Therefore, it is important to investigate the contributions of health-related fitness measures on Hispanic students' academic performance. The…

Physical education resources, class management, and student physical activity levels: a structure-process-outcome approach to evaluating physical education effectiveness.

PubMed

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

2010-12-01

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 activity during PE. The proportion of class time devoted to management was evaluated as a potential mediator of the relations between resource availability and student activity levels. Data for this cross-sectional study were collected from interviews conducted with 46 physical educators and the systematic observation of 184 PE sessions in 34 schools. Regression analyses were conducted to test for the main effects of resource availability and the mediating role of class management. Students who attended schools with a low student-to-physical educator ratio had more PE time and engaged in higher levels of physical activity during class time. Access to adequate PE equipment and facilities was positively associated with student activity levels. The availability of a greater number of physical educators per student was found to impact student activity levels by reducing the amount of session time devoted to class management. The identification of structure and process predictors of student activity levels in PE will support the allocation of resources and encourage instructional practices that best support increased student activity levels in the most cost-effective way possible. Implications for PE policies and programs are discussed. © 2010, American School Health Association.

Attitudes toward the physical examination: a comparison of U.S. and Dominican medical students.

PubMed

Fagan, Mark J; Lucero, Monica L; Wu, Edward H; Diaz, Joseph A; Reinert, Steven E

2006-01-01

Little information exists regarding whether medical students learning in relatively resource-scarce countries develop greater confidence in their physical examination skills or whether, compared to U.S. medical students, they have more positive attitudes regarding the utility of the physical examination. To compare U.S. And Dominican medical students' attitudes toward the physical examination. We surveyed final-year students at 1 medical school in the United States and 1 in the Dominican Republic regarding self-confidence in and perceived utility of the physical examination. Using 5-point Likert-type scales with response choices ranging from 1 (not at all confident) to 5 (very confident) and 1 (not at all useful) to 5 (very useful), respondents reported their attitudes toward the physical examination overall and toward 14 specific physical examination skills. The survey response rate was 117/164 (71%). Students at the Dominican school, compared to students at the U.S. school, reported significantly greater confidence in their overall physical examination skill (mean response 4.27 vs. 3.79, respectively, p < .001) and more positive views about the utility of the physical examination overall for providing diagnostically useful information (mean response 4.78 vs. 4.42, respectively, p < .001). Results for the specific skills also showed more positive attitudes in the students from the Dominican medical school. Students at a Dominican medical school reported more positive attitudes toward the physical examination than students at a U.S. medical school.

Contextual factors related to implementation of classroom physical activity breaks.

PubMed

Carlson, Jordan A; Engelberg, Jessa K; Cain, Kelli L; Conway, Terry L; Geremia, Carrie; Bonilla, Edith; Kerner, Jon; Sallis, James F

2017-09-01

Brief structured physical activity in the classroom is effective for increasing student physical activity. The present study investigated the association between implementation-related contextual factors and intervention implementation after adoption of a structured classroom physical activity intervention. Six elementary-school districts adopted structured classroom physical activity programs in 2013-2014. Implementation contextual factors and intervention implementation (structured physical activity provided in past week or month, yes/no) were assessed using surveys of 337 classroom teachers from 24 schools. Mixed-effects models accounted for the nested design. Availability of resources (yes/no, ORs = 1.91-2.93) and implementation climate z-scores (ORs = 1.36-1.47) were consistently associated with implementation. Teacher-perceived classroom behavior benefits (OR = 1.29) but not student enjoyment or health benefits, and time (OR = 2.32) and academic (OR = 1.63) barriers but not student cooperation barriers were associated with implementation (all z-scores). Four implementation contextual factor composites had an additive association with implementation (OR = 1.64 for each additional favorable composite). Training and technical assistance alone may not support a large proportion of teachers to implement structured classroom physical activity. In addition to lack of time and interference with academic lessons, school climate related to whether administrators and other teachers were supportive of the intervention were key factors explaining whether teachers implemented the intervention. Evidence-based implementation strategies are needed for effectively communicating the benefits of classroom physical activity on student behavior and improving teacher and administrator climate/attitudes around classroom physical activity.

Physics. Student Investigations and Readings. Investigations in Natural Science.

ERIC Educational Resources Information Center

Renner, John W.; And Others

Investigations in Natural Science is a program in secondary school biology, chemistry, and physics based upon the description of science as a quest for knowledge, not the knowledge itself. This student manual contains the 36 physics investigations which focus on concepts related to: movement; vectors; falling objects; force and acceleration; a…

Students' Metacognitive Awareness and Physics Learning Efficiency and Correlation between Them

ERIC Educational Resources Information Center

Bogdanovic, Ivana; Obadovic, Dušanka Ž.; Cvjeticanin, Stanko; Segedinac, Mirjana; Budic, Spomenka

2015-01-01

This paper presents a research directed to examine the relation between students' metacognitive awareness and physics learning efficiency. Questionnaire of metacognitive awareness and physics knowledge test were applied on the sample of 746 subjects of both sexes, first graders of Grammar Schools in Novi Sad, Republic of Serbia. Obtained results…

The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics

ERIC Educational Resources Information Center

Dou, Remy

2017-01-01

This collected papers dissertation explores students' academic interactions in an active learning, introductory physics settings as they relate to the development of physics self-efficacy and interest. The motivation for this work extends from the national call to increase participation of students in the pursuit of science, technology,…

Career Exploration in the Physical Sciences.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center for Vocational and Technical Education.

The purpose of the teacher's guide is to acquaint ninth grade students with the areas of physical science and the possible occupations within those areas. By exploring some of the basic concepts of chemistry, physics, metallurgy, and geology, students gain insight into the knowledge and skill required by those in occupations related to these…

Ninth Graders' Energy Balance Knowledge and Physical Activity Behavior: An Expectancy-Value Perspective

ERIC Educational Resources Information Center

Chen, Senlin; Chen, Ang

2012-01-01

Expectancy beliefs and task values are two essential motivators in physical education. This study was designed to identify the relation between the expectancy-value constructs (Eccles & Wigfield, 1995) and high school students' physical activity behavior as associated with their energy balance knowledge. High school students (N = 195) in two…

Prediction of adolescents doing physical activity after completing secondary education.

PubMed

Moreno-Murcia, Juan Antonio; Huéscar, Elisa; Cervelló, Eduardo

2012-03-01

The purpose of this study, based on the self-determination theory (Ryan & Deci, 2000) was to test the prediction power of student's responsibility, psychological mediators, intrinsic motivation and the importance attached to physical education in the intention to continue to practice some form of physical activity and/or sport, and the possible relationships that exist between these variables. We used a sample of 482 adolescent students in physical education classes, with a mean age of 14.3 years, which were measured for responsibility, psychological mediators, sports motivation, the importance of physical education and intention to be physically active. We completed an analysis of structural equations modelling. The results showed that the responsibility positively predicted psychological mediators, and this predicted intrinsic motivation, which positively predicted the importance students attach to physical education, and this, finally, positively predicted the intention of the student to continue doing sport. Results are discussed in relation to the promotion of student's responsibility towards a greater commitment to the practice of physical exercise.

Health promotion and prevention in higher music education: results of a longitudinal study.

PubMed

Zander, Mark F; Voltmer, Edgar; Spahn, Claudia

2010-06-01

Music-related symptoms can already be found among student musicians during their years of university training. The goals of the present study were to ascertain the state and developmental course of the student musicians' health and to test the effectiveness of a preventive curriculum given to student musicians during their first two semesters at university. Within a longitudinal, observational study, we assessed students' psychological and physical health during the first 2 years of university training. We compared data from the group of students who had followed the prevention program (intervention group, IG, n = 144) with data of a comparison group (CG, n = 103) of students who had not followed the program. Using standardized questionnaires, we measured physical and psychological symptoms as well as health behavior in a sequential plan (duration, 3.5 yrs). Student musicians (n = 247) showed elevated ratings in psychological and physical health in comparison with nonmusicians of the same age. These ratings decreased at the end of the students' second year. The prevention program had a preventive effect on the students' psychological health: while IG students remained stable in their performance and powers of concentration, CG students got worse in those same areas. However, the prevention program did not reduce physical symptoms. In comparison with their younger colleagues, upper-level students took more courses in body-oriented methods, relaxation, and mental techniques, which focus on preventive measures for musicians. At present, the study offers evidence supporting the use of the prevention curriculum for young musicians. In higher music education, preventive education has a positive impact on students' performance and their attitude toward health. The preventive curriculum does not have an effect on preexisting physical symptoms, and those symptoms related to the students musicians' activity should rather be treated in an additional therapeutic setting.

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.

Related Service Personnel's Resource Guide for Supporting Programs for Emotionally Handicapped Students.

ERIC Educational Resources Information Center

Indiana State Dept. of Education, Indianapolis. Div. of Special Education.

The guide provides an information resource for related and supportive services personnel (e.g., school nurse, physical therapist, speech language pathologist) in their interactions with emotionally handicapped (EH) students. Following a definition of EH students, the first of six brief chapters discusses student characteristics, presents three…

Dating Violence among College Students: Key Issues for College Counselors

ERIC Educational Resources Information Center

Murray, Christine E.; Kardatzke, Kerrie N.

2007-01-01

The authors present a review of literature examining dating violence among college students. They describe 6 key issues related to dating violence among college students that affect college counselors' work. These key issues relate to the incidence and prevalence of physical, sexual, and psychological violence in college students' dating…

High School Physics Students' Personal Epistemologies and School Science Practice

NASA Astrophysics Data System (ADS)

Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen

2017-11-01

This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of transcripts yielded several epistemological resources that students activated in their school science practice. The findings show that there is inconsistency between students' definitions of scientific theories and their epistemological judgments. Analysis revealed that students used several epistemological resources to decide on the accuracy of their data including accuracy via following the right procedure and accuracy via what the others find. Traditional, formulation-based, physics instruction might have led students to activate naive epistemological resources that prevent them to participate in the practice of science in ways that are more meaningful. Implications for future studies are presented.

How to double the number of undergraduate physics majors

NASA Astrophysics Data System (ADS)

Kopp, Sacha

2015-03-01

Many colleges and universities around the country have a solid physics program that prepares students bound for graduate physics study. For a variety of reasons, the number of students choosing to major in physics may be small, typically <1% of the student body. When compared to other majors, this population is experiencing negligible growth. I will describe a campaign launched while at the University of Texas at Austin aimed at recruiting and retention of majors. This campaign includes actual programmatic changes in the curriculum and instruction of majors. Additionally, it includes a direct marketing campaign that attempted to change student attitudes about physics and its relation to their current major. Finally, it includes a program to reach out to local high schools and engage students in a discussion about their career choices before they apply for college. I will share some numerical and attitudinal data that suggests positive changes in the student population.

Instructors' Support of Student Autonomy in an Introductory Physics Course

NASA Astrophysics Data System (ADS)

Hall, Nicholas; Webb, David

2014-12-01

The role of autonomy in the student experience in a large-enrollment undergraduate introductory physics course was studied from a self-determination theory perspective. A correlational study investigated whether certain aspects of the student experience correlated with how autonomy supportive (versus controlling) students perceived their instructors to be. An autonomy-supportive instructor acknowledges students' perspectives and feelings and provides students with information and opportunities for choice while minimizing external pressures (e.g., incentives or deadlines). It was found that the degree to which students perceived their instructors as autonomy supportive was positively correlated with student interest and enjoyment in learning physics (β =0.31***) and negatively correlated with student anxiety about taking physics (β =-0.23**). It was also positively correlated with how autonomous (versus controlled) students' reasons for studying physics became over the duration of the course (i.e., studying physics more because they wanted to versus had to; β =0.24***). This change in autonomous reasons for studying physics was in turn positively correlated with student performance in the course (β =0.17*). Additionally, the degree to which students perceived their instructors as autonomy supportive was directly correlated with performance for those students entering the course with relatively autonomous reasons for studying physics (β =0.25**). In summary, students who perceived their instructors as more autonomy supportive tended to have a more favorable motivational, affective, and performance experience in the course. The findings of the present study are consistent with experimental studies in other contexts that argue for autonomy-supportive instructor behaviors as the cause of a more favorable student experience.

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.

Domain-specific physical activity and health-related quality of life in university students.

PubMed

Pedišić, Zeljko; Rakovac, Marija; Titze, Sylvia; Jurakić, Danijel; Oja, Pekka

2014-01-01

Information on the relationship between domain-specific physical activity (PA) and health-related quality of life (HRQoL) in the general population and specific groups is still scarce. The aim of this study was to determine the relationship between PA in work, transport, domestic and leisure-time domains and HRQoL among university students. PA and HRQoL were assessed in a random stratified sample of 1750 university students using the International Physical Activity Questionnaire - long form and 12-item Short Form Health Survey, respectively. The Spearman's rank correlations, adjusted for age, community size, personal monthly budget, body mass index, smoking habits and alcohol intake ranged from -0.11 to 0.18 in female students and -0.29 to 0.19 in male students. Leisure-time, domestic, transport-related PA and total PA were positively related to HRQoL. Inverse correlations with HRQoL were only found for work-related PA in male students. Multiple linear regression analysis showed that only leisure-time PA was related to the Physical Summary Component score (β = 0.08 for females and β = 0.10 for males, P < 0.05). Domain-specific PA levels were not significantly related to the Mental Component Summary score. To get a more comprehensive insight in the relationship between PA and HRQoL, future studies should not only analyse total PA levels but also domain-specific PA levels. The evidence on the positive relationship of leisure-time, transport and domestic PA with HRQoL can potentially be used to support evidence-based promotion of PA in a university setting, and as a hypothesis for future longitudinal studies on such potential causal relationships.

Alternative Conceptions: Turning Adversity into Advantage

NASA Astrophysics Data System (ADS)

Ferreira, Annalize; Lemmer, Miriam; Gunstone, Richard

2017-08-01

While a vast body of research has identified difficulties in students' understanding about forces and acceleration and their related alternative conceptions, far less research suggests ways to use students' alternative conceptions to enhance conceptual understanding of a specific fundamental concept. This study focused on distinguishing between students' conceptual understanding of the Newtonian concept of gravitational acceleration being the same for all objects and students' alternative conception that heavy objects fall faster. A multiple choice questionnaire was distributed to first year physics students for three consecutive years at a university in South Africa. The results indicate that changing the direction of motion and the physics quantity asked in paired questions revealed practically significant inconsistencies in students' reasoning and conceptions. This research contributes to the body of knowledge in proposing how the alternative conception of mass-related gravitational acceleration can be used in instruction to enhance conceptual understanding of the force-mass-acceleration relationship. Understanding of this relationship not only promotes conceptual understanding of the basic Newtonian concepts of the laws of motion which forms the critical foundation on which more advanced physics courses are built, but also contributes towards students' perception of physics as a set of coherent ideas applicable in all contexts.

Bringing Real Solar Physics to the High School Classroom

NASA Astrophysics Data System (ADS)

Seaton, Daniel

2006-06-01

UNH's Partnership for Research Opportunities to Benefit Education (PROBE) project sends graduate students into high school classrooms across New Hampshire in order to help introduce students to authentic scientific inquiry. As one of ten graduate fellows, I worked with students in in ninth through twelfth grades in physical science, physics, earth science, and astronomy classes; helping students carry out individual and class projects on physics and solar physics. Projects related to solar physics included the production and analysis of plasma using a microwave oven, measurement of the solar constant, measurement of the solar rotation rate, solar spectroscopy, analysis of data from TRACE and SOHO, and the construction of various solar-powered devices. This work was generously supported by a grant from the National Science Foundation's GK-12 initiative (NSF#0338277).

Improving student learning and views of physics in a large enrollment introductory physics class

NASA Astrophysics Data System (ADS)

Salehzadeh Einabad, Omid

Introductory physics courses often serve as gatekeepers for many scientific and engineering programs and, increasingly, colleges are relying on large, lecture formats for these courses. Many students, however, leave having learned very little physics and with poor views of the subject. In interactive engagement (IE), classroom activities encourage students to engage with each other and with physics concepts and to be actively involved in their own learning. These methods have been shown to be effective in introductory physics classes with small group recitations. This study examined student learning and views of physics in a large enrollment course that included IE methods with no separate, small-group recitations. In this study, a large, lecture-based course included activities that had students explaining their reasoning both verbally and in writing, revise their ideas about physics concepts, and apply their reasoning to various problems. The questions addressed were: (a) What do students learn about physics concepts and how does student learning in this course compare to that reported in the literature for students in a traditional course?, (b) Do students' views of physics change and how do students' views of physics compare to that reported in the literature for students in a traditional course?, and (c) Which of the instructional strategies contribute to student learning in this course? Data included: pre-post administration of the Force Concept Inventory (FCI), classroom exams during the term, pre-post administration of the Colorado Learning Attitudes About Science Survey (CLASS), and student work, interviews, and open-ended surveys. The average normalized gain (=0.32) on the FCI falls within the medium-gain range as reported in the physics education literature, even though the average pre-test score was very low (30%) and this was the instructor's first implementation of IE methods. Students' views of physics remained relatively unchanged by instruction. Findings also indicate that the interaction of the instructional strategies together contributed to student learning. Based on these results, IE methods should be adopted in introductory physics classes, particularly in classes where students have low pre-test scores. It is also important to provide support for instructors new to IE strategies.

Stop Staring! Proposed Strategies to Reduce Students' Body-Related Concerns in Physical Education

ERIC Educational Resources Information Center

Crombie, Patricia-Ann; Brunet, Jennifer; Sabiston, Catherine M.

2011-01-01

Although physical activity may provide a means for adolescents to improve their physical appearance and subsequently lessen body-related concerns, the fear of being negatively evaluated by others can act as a barrier to physical activity. Moreover, environments where people are constantly looked at and evaluated--such as physical education…

Teaching Physics for Conceptual Understanding Exemplified for Einstein's Special Relativity

NASA Astrophysics Data System (ADS)

Undreiu, Lucian M.

2006-12-01

In most liberal arts colleges the prerequisites for College Physics, Introductory or Calculus based, are strictly related to Mathematics. As a state of fact, the majorities of the students perceive Physics as a conglomerate of mathematical equations, a collection of facts to be memorized and they regard Physics as one of the most difficult subjects. A change of this attitude towards Physics, and Science in general, is intrinsically connected with the promotion of conceptual understanding and stimulation of critical thinking. In such an environment, the educators are facilitators, rather than the source of knowledge. One good way of doing this is to challenge the students to think about what they see around them and to connect physics with the real world. Motivation occurs when students realize that what was learned is interesting and relevant. Visual teaching aids such as educational videos or computer simulations, as well as computer-assisted experiments, can greatly enhance the effectiveness of a science lecture or laboratory. Difficult topics can be discussed through animated analogies. Special Relativity is recognized as a challenging topic and is probably one of the most misunderstood theories of Physics. While understanding Special Relativity requires a detachment from ordinary perception and every day life notions, animated analogies can prove to be very successful in making difficult topics accessible.

A case study of non-traditional students re-entry into college physics and engineering

NASA Astrophysics Data System (ADS)

Langton, Stewart Gordon

Two groups of students in introductory physics courses of an Access Program for engineering technologies were the subjects of this study. Students with a wide range of academic histories and abilities were enrolled in the program; many of the students were re-entry and academically unprepared for post-secondary education. Five years of historical data were evaluated to use as a benchmark for revised instruction. Data were gathered to describe the pre-course academic state of the students and their academic progress during two physics courses. Additional information was used to search for factors that might constrain academic success and as feedback for the instructional methods. The data were interpreted to regulate constructivist design features for the physics courses. The Engineering Technology Access Program was introduced to meet the demand from non-traditional students for admission to two-year engineering' technology programs, but who did not meet normal academic requirements. The duration of the Access Program was two terms for electronic and computer engineering students and three terms for civil and mechanical engineering students. The sequence of mathematics and physics courses was different for the two groups. The Civil/Mechanical students enrolled in their first mathematics course before undertaking their first physics course. The first mathematics and physics courses for the Electronics students were concurrent. Academic success in the two groups was affected by this difference. Over a five-year period the success rate of students graduating with a technology diploma was approximately twenty-five percent. Results from this study indicate that it was possible to reduce the very high attrition in the combined Access/Technology Programs. While the success rate for the Electronics students increased to 38% the rate for the Civil/Mechanical students increased dramatically to 77%. It is likely that several factors, related to the extra term in the Access Program for the Civil/Mechanical students, contributed to this high retention rate. Additional time, with less academic pressure in the first term of the Access Program, provided the Civil/Mechanical students with the opportunity to develop academic skills and maturity resulting in improved self-concept and academic identity. These students may have been better equipped to take advantage of the alternate instructional setting of the revised physics courses. Results from a wide range of studies in Physics Education Research provide ideas and opportunities to improve instruction and students conceptual understanding in introductory physics courses. Most studies focus on traditional students and curriculum. The development and implementation of alternate curriculum and instruction may improve outcomes for different groups of students, particularly for students in disciplines indirectly related to the sciences.

The "Finding Physics" Project: Recognizing and Exploring Physics Outside the Classroom

NASA Astrophysics Data System (ADS)

Beck, Judith; Perkins, James

2016-11-01

Students in introductory physics classes often have difficulty recognizing the relevance of physics concepts outside the confines of the physics classroom, lab, and textbook. Even though textbooks and instructors often provide examples of physics applications from a wide array of areas, students have difficulty relating physics to their own lives. Encouraging students to apply physics to their own surroundings helps them develop the critical analysis skills of a scientifically literate and competent citizen. Fink, in his book Creating Significant Learning Experiences, emphasizes the importance of constructing opportunities to help students connect what they learn in their academic courses with past and current life experiences and link them to possible future life experiences. Several excellent papers in this journal have presented labs and activities that address this concern by encouraging teachers to bring real-world examples into the classroom or to take students into the field for data collection and observation. Alternatively, Smith suggests a writing exercise in which his students identify and explain an event in terms of their understanding of physics. In this paper we present a multiphase exercise that challenges students to find their own examples of physics from outside the classroom and analyze them using the conceptual understanding and quantitative skills which they are developing in the classroom. The ultimate goal of the "Finding Physics" project is to improve students' learning through enhancing their recognition that, to quote one participant's end-of-course survey, "Physics is everywhere!"

Self-efficacy as a mediator of children's achievement motivation and in-class physical activity.

PubMed

Gao, Zan; Lochbaum, Marc; Podlog, Leslie

2011-12-01

The present study was designed to examine the mediating effect of self-efficacy on relations of middle school students' four achievement goals with their perceptions of two motivational climates and in-class physical activity in physical education. The four achievement goals (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance), perceptions of the motivational climate (mastery- and performance-involving climates), and self-efficacy were measured in a sample of 194 students (93 boys, 101 girls) in a public school. Students' in-class physical activity was assessed using Actical Accelerometers. A series of multiple-regression analyses supported the mediating effect of self-efficacy on the relationships among students' mastery-approach goal, perceived mastery-involving climate, and physical activity.

Special relativity theorem and Pythagoras’s magic

NASA Astrophysics Data System (ADS)

Korkmaz, S. D.; Aybek, E. C.; Örücü, M.

2016-03-01

In the modern physics unit included in the course curriculum of grade 10 physics introduced in the 2007-2008 education year, the aim is that students at this grade level are aware of any developments which constitute modern physics and may be considered new, and interpret whether mass, length and time values of the motions at any velocities close to the speed of light vary or not. One of the scientific concepts and subjects among the final ones to be learned in the unit of modern physics with 12 course hours includes the special relativity theorem and its results. The special relativity theorem, the foundation of which was laid by Einstein in 1905, has three significant predictions proven by experiments and observations: time extension, dimensional shortening and mass relativity. At the first stage of this study, a simple and fast solution that uses the Pythagorean relation for problems and must be treated by using the mathematical expressions of the predictions as specified above is given, and this way of solution was taught while the relativity subject was explained to the secondary education students who are fifteen years old from grade 10 in the 2013-2014 education year. At the second stage of the study, a qualitative study is released together with grade 11 students who are sixteen years old in 2014-2015, who learnt to solve any problems in both methods, while the special relativity subject is discussed in the physics course in grade 10. The findings of the study show that the students have a misconception on the relativity theorem and prefer to solve any relativity-related problems by using the Pythagorean method constituting the first stage of this study.

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.

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…

A Figurational Analysis of How Indigenous Students Encounter Racialization in Physical Education and School Sport

ERIC Educational Resources Information Center

Williams, John

2018-01-01

The recently launched Australian Curriculum Health and Physical Education has five propositions, one of which is for students to adopt a critical inquiry approach within this subject area. In particular, students are encouraged to explore issues that relate to social power and taken-for-granted assumptions. This paper problematizes the concept of…

Student Perceptions of Factors Influencing Success in Hybrid and Traditional DPT Programs: A Q-Sort Analysis

ERIC Educational Resources Information Center

Cherry, Lance; Blackinton, Mary

2017-01-01

There is a dearth of literature in physical therapy education regarding factors students believe to influence success, and little to no literature describing such beliefs related to hybrid education in the health professions or specific to physical therapy. The overarching purpose of this investigation was to determine students' perceptions of…

High School Students' Critical Thinking Related to Their Metacognitive Self-Regulation and Physics Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Gurcay, Deniz; Ferah, Hatice Ozturk

2018-01-01

The purpose of this study is to examine the relationships between ninth grade students' metacognitive self-regulation skills and physics self-efficacy beliefs and their critical thinking. To this end, 162 students attending the ninth grade participated in the study. Critical thinking scale, metacognitive self-regulation scale and physics…

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…

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…

High-School Students Believe School Physics Helps in Developing Logical but Not Creative Thinking: Active Learning Can Change This Idea

ERIC Educational Resources Information Center

Marušic, Mirko; Sliško, Josip

2014-01-01

This study is based on two exploratory questions with the aim of determining the relative effectiveness of two different student activities, called "Reading, Presenting and Questioning" (RPQ) and "Experimenting and Discussing" (ED), in changing students' perceptions and attitudes about the impact of physics learning on the…

The body mass index in relation with the self-perception of weight and the body composition from different populational groups.

PubMed

Barzuca, D; Vlaicu, Brigitha; Mircioaga, Adriana; Mircioaga, Elena; Carabas, I

2013-01-01

The purpose of this paper is to analyze the self-perception of weight in relation with the body mass index and the body composition of three working groups composed of physically untrained young students, young athletes and patients diagnosed with chronic diseases. The working groups consisted of 110 participants: untrained students, athletes and dialysed patients; 50.9% women and 49.1% men; with an average age of 26.03. The BMI of the patients is significantly higher than the BMI of the athletes and untrained students. No significant differences were found between groups in terms of self-perception of weight. Compared to the physically untrained students and patients, the athletes have a significantly higher level of muscle tissue. The athletes also have a significantly lower adipose tissue than that of the physically untrained students and patients.

Relational Aggression and Physical Aggression among Adolescent Cook Islands Students

ERIC Educational Resources Information Center

Page, Angela; Smith, Lisa F.

2016-01-01

Both physical and relational aggression are characterised by the intent to harm another. Physical aggression includes direct behaviours such as hitting or kicking; relational aggression involves behaviours designed to damage relationships, such as excluding others, spreading rumours, and delivering threats and verbal abuse. This study extended…

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.

Are you a ``physics person''? Understanding students' experiences, identities, and beliefs

NASA Astrophysics Data System (ADS)

Potvin, Geoff

2015-03-01

For several years, there has been much attention paid to the dearth of women in physics. Discussion has centered on various explanatory frameworks as to why women do not pursue physics in college as a career and on their persistence in such pursuits. In this talk, I will summarize efforts by our group to investigate recruitment and persistence issues for women in high school and undergraduate physics. Viewed through the lens of identity, we have repeatedly seen the importance of high school students' beliefs about the recognition they receive as a ``physics person'' to their identity development (especially so for women) and, ultimately, their physics-related career choices. Separately, we have studied the ways in which students evaluate their male and female physics teachers, which is an avenue to unravel students' beliefs and (possible) gender biases towards competency in physics. We have found statistically significant and replicable bias (in repeated independent measurements) against female physics teachers, exhibited by both male and female students. Lastly, I will report on a series of interventions that we have implemented in introductory college physics classrooms as attempts to positively affect women's attitudes towards physics, and their physics identities specifically. NSF Grant No. 1036617.

Planning for Graduate Studies in Physics and Related Fields

ERIC Educational Resources Information Center

Henry, Dennis C., Ed.

2002-01-01

This brochure is written for students considering graduate work in physics or related fields such as astronomy, biophysics, and applied physics. It also provides some information for physics undergraduates who plan on pursuing postbaccalaureate studies in the fields of engineering, medicine, law, and other professions that attract significant…

Physics 200, 300 Interim Guide.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg.

This guide, developed for the physics 200, 300 program in Manitoba, is designed to articulate with previous science courses; provide concepts, processes, and skills which will enable students to continue in physics-related areas; and relate physics to practical applications in everyday life. It includes a program overview (with program goals and…

The Impact of Rope Jumping Exercise on Physical Fitness of Visually Impaired Students

ERIC Educational Resources Information Center

Chen, Chao-Chien; Lin, Shih-Yen

2011-01-01

The main purpose of this study was to investigate the impact of rope jumping exercise on the health-related physical fitness of visually impaired students. The participants' physical fitness was examined before and after the training. The exercise intensity of the experimental group was controlled with Rating of Perceived Exertion (RPE) (values…

Do Students Trust in Mathematics or Intuition during Physics Problem Solving? An Epistemic Game Perspective

ERIC Educational Resources Information Center

Yavuz, Ahmet

2015-01-01

This study aims to investigate (1) students' trust in mathematics calculation versus intuition in a physics problem solving and (2) whether this trust is related to achievement in physics in the context of epistemic game theoretical framework. To achieve this research objective, paper-pencil and interview sessions were conducted. A paper-pencil…

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…

Physical Conditions and Special Needs as Risk Factors of Peer Victimization among School Children in Taiwan

ERIC Educational Resources Information Center

Wei, Hsi-Sheng; Hwa, Hsiao-Lin; Shen, April Chiung-Tao; Feng, Jui-Ying; Hsieh, Yi-Ping; Huang, Soar Ching-Yu

2017-01-01

Students with physical symptoms and diseases may be at an increased risk of peer victimization. This study examined the associations of several medical conditions (obesity, asthma, allergy, epilepsy, and diabetes) with experience of physical, verbal, and relational victimization among children. A sample of 6,233 fourth-grade students from 314…

Students' Notions regarding "Covariance" of a Physical Theory

ERIC Educational Resources Information Center

Bandyopadhyay, Atanu; Kumar, Arvind

2010-01-01

A physical theory is said to be covariant with respect to a certain class of transformations when its basic equations retain their "form" under those transformations. It is one of the basic notions encountered in physics, particularly in the domain of relativity. In this paper we study in some detail how students deal with this notion in different…

Teachers' and Students' Preliminary Stages in Physics Problem Solving

ERIC Educational Resources Information Center

Mansyur, Jusman

2015-01-01

This paper describes the preliminary stages in physics problem-solving related to the use of external representation. This empirical study was carried out using a phenomenographic approach to analyze data from individual thinking-aloud and interviews with 8 senior high school students and 7 physics teachers. The result of this study is a set of…

Utilizing Generalization Tactics to Promote Leisure-Time Physical Activity for Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Haegele, Justin A.; Park, Seung Yeon

2016-01-01

Research suggests that school-aged individuals with intellectual disabilities (ID) tend to be less physically active than their typically developing peers (e.g., Shields, King, Corbett, & Imms, 2014). While these students can be successful in acquiring motor and sport-related skills during physical education, they tend not to use those skills…

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.

Physics Metacognition Inventory Part II: Confirmatory factor analysis and Rasch analysis

NASA Astrophysics Data System (ADS)

Taasoobshirazi, Gita; Bailey, MarLynn; Farley, John

2015-11-01

The Physics Metacognition Inventory was developed to measure physics students' metacognition for problem solving. In one of our earlier studies, an exploratory factor analysis provided evidence of preliminary construct validity, revealing six components of students' metacognition when solving physics problems including knowledge of cognition, planning, monitoring, evaluation, debugging, and information management. The college students' scores on the inventory were found to be reliable and related to students' physics motivation and physics grade. However, the results of the exploratory factor analysis indicated that the questionnaire could be revised to improve its construct validity. The goal of this study was to revise the questionnaire and establish its construct validity through a confirmatory factor analysis. In addition, a Rasch analysis was applied to the data to better understand the psychometric properties of the inventory and to further evaluate the construct validity. Results indicated that the final, revised inventory is a valid, reliable, and efficient tool for assessing student metacognition for physics problem solving.

Associations of school violence with physical activity among U.S. high school students.

PubMed

Demissie, Zewditu; Lowry, Richard; Eaton, Danice K; Hertz, Marci F; Lee, Sarah M

2014-05-01

This study investigated associations of violence-related behaviors with physical activity (PA)-related behaviors among U.S. high school students. Data from the 2009 national Youth Risk Behavior Survey, a cross-sectional survey of a nationally representative sample of 9th-12th grade students, were analyzed. Sex-stratified, adjusted odds ratios (aORs) and 95% confidence intervals (CIs) were estimated for associations between violence-related behaviors and being physically active for ≥60 minutes daily, sports participation, TV watching for ≥3 hours/day, and video game/computer use for ≥3 hours/day. Among male students, at-school bullying victimization was negatively associated with daily PA (aOR: 0.72; 95% CI: 0.58-0.87) and sports participation; skipping school because of safety concerns was positively associated with video game/computer use (1.42; 1.01-2.00); and physical fighting was positively associated with daily PA. Among female students, at-school bullying victimization and skipping school because of safety concerns were both positively associated with video game/computer use (1.46; 1.19-1.79 and 1.60; 1.09-2.34, respectively), and physical fighting at school was negatively associated with sports participation and positively associated with TV watching. Bullying victimization emerged as a potentially important risk factor for insufficient PA. Schools should consider the role of violence in initiatives designed to promote PA.

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.

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.

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.

The Role of Humor in Learning Physics: a Study of Undergraduate Students

NASA Astrophysics Data System (ADS)

Berge, Maria

2017-04-01

We all know that they do it, but what do students laugh about when learning science together? Although research has shown that students do use humor when they learn science, the role of humor in science education has received little attention. In this study, undergraduate students' laughter during collaborative work in physics has been investigated. In order to do this, a framework inspired by conversation analysis has been used. Empirical data was drawn from two video-recorded sessions in which first-year engineering students solved physics problems together. The analysis revealed that the students' use of humor was almost exclusively related to physics. Five themes identified summarize the role of humor in the group discussions: Something is obvious, Something is difficult, Something said might be wrong, Something is absurd, and Something said is not within informal norms.

Smartphones as Integrated Kinematic and Dynamic Sensors for Amusement Park Physics Applications

NASA Astrophysics Data System (ADS)

Peterson, Stephanie; Dennison, J. R.

2010-10-01

USU has hosted Physics Day at Lagoon and has attracted more than 120,000 secondary educators and students over 21 years. During this educational day, students explore basic physics concepts and apply their classroom content outdoors, in real world applications. As part of the event, USU's Physics Department provides curriculum to be used at Lagoon, in similar outside venues, and in the classroom. One such educational instrument, which is a primary focus of this work, is student workbooks filled with activities ranging from very simple to more advanced topics. Workbooks cover the properties of waves, relative velocity, and acceleration, topics which have historically challenged students and future topics include kinematics, energy, and forces. The topics were selected based on requests from teachers throughout the Intermountain Region and identified deficiencies in student performance on core curriculum assessments. An innovative approach is to identify physical application of iPhone and Android smartphone software technologies, which make use of dynamic and kinematic sensors. These technologies will allow students to realize their ability to do quantitative physics calculations anywhere, anytime; a smart device which is highly salable to today's teenage learners. This also provides an exciting approach to more fully engage students in learning physics concepts.

The Use of Health Related Physical Fitness Tests to Achieve Sex Fair Ability Grouping of Students in Junior and Senior High School Physical Education Classes.

ERIC Educational Resources Information Center

Plowman, Sharon Ann

The use of health-related physical fitness tests for sex-fair ability grouping in physical education classes requires the verification of two assumptions: (1) that there exists a direct positive relationship between health-related physical fitness and development and/or improvement of various sport skills; and (2) that there is a physiological…

Physical Education Teachers' Attitudes towards Teaching Character Education and Their Attitudes towards the Character Development of Their Fourth and/or Fifth Grade Students

ERIC Educational Resources Information Center

Denaro, Edward Joseph

2010-01-01

The purpose of this study was to examine the attitudes of elementary school physical education teachers towards teaching character education related to the variables respect, honesty, fairness and self-discipline and to examine their attitudes towards the character development of their fourth and/or fifth grade students related to the variables…

Children's Television Viewing, Body Fat, and Physical Fitness.

ERIC Educational Resources Information Center

Armstrong, Colin A.; Sallis, James F.; Alcaraz, John E.; Kolody, Bohdan; McKenzie, Thomas L.; Hovell, Melbourne F.

1998-01-01

Examined the relationship between elementary students' television viewing and their physical fitness. Data from parent and student questionnaires and measures of body fat, cardiovascular fitness, muscular strength/endurance, and muscular flexibility indicated that television viewing weakly and inconsistently related to various components of…

College Students' Physical Activity and Health-Related Quality of Life: An Achievement Goal Perspective.

PubMed

Zhang, Tao; Xiang, Ping; Gu, Xiangli; Rose, Melanie

2016-06-01

The 2 × 2 achievement goal model, including the mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goal orientations, has recently been used to explain motivational outcomes in physical activity. This study attempted to examine the relationships among 2 × 2 achievement goal orientations, physical activity, and health-related quality of life (HRQOL) in college students. Participants were 325 students (130 men and 195 women; Mage = 21.4 years) enrolled in physical activity classes at a Southern university. They completed surveys validated in previous research assessing achievement goal orientations, physical activity, and HRQOL. Path analyses revealed a good fit between the model and data (root mean square error of approximation = .06; Comparative Fit Index = .99; Bentler-Bonett Nonnormed Fit Index = .98; Incremental Fit Index = .99), but the model explained small variances in the current study. Mastery-approach and performance-approach goal orientations only had low or no relationships with physical activity. Mastery-approach goal orientation and physical activity also had low positive relationships with HRQOL, but mastery-avoidance and performance-avoidance goal orientations had low negative relationships with HRQOL. The hypothesized mediational role of physical activity in the relationship between mastery-approach and performance-approach goal orientations and HRQOL was not supported in this study. Although the data fit the proposed model well, only small variance was explained by the model. The relationship between physical activity and HRQOL of the college students and other related correlates should be further studied.

Modifying your Physics and Astronomy Courses to Incorporate Heliophysics - Some Examples

NASA Astrophysics Data System (ADS)

Cebulka, Rebecca; Cox, Amanda; Rodriguez Garrigues, Alvar; Hoshino, Laura; Fitzgerald, Cullen; Montgomery, M.; Al-Rawi, Ahlam N.; Velissaris, Christos; Flitsiyan, Elena

2016-01-01

Although physics and astronomy courses include heliophysics topics, students still leave the courses without knowing what heliophysics is and how heliophysics relates to their daily lives. To meet goals of NASA's Living With a Star Program, UCF Physics has modified courses such as SCALE-UP: Electricity and Magnetism for Engineers and Scientists, Astronomy (for non-science majors), and Astrophysics to include heliophysics topics. In this poster, we present the previous labs, the student-modified labs to incorporate heliophysics, and we present student learning statistics.

Physics learning identity of a successful student: A plot twist

NASA Astrophysics Data System (ADS)

Li, Sissi L.; Demaree, Dedra

2013-01-01

Classroom interactions provide learning opportunities for understanding others and developing agency in a community of learners. Student learning identities were measured using a survey instrument targeting physics learning self-efficacy, expectations of classroom roles, and attitude toward social learning as components of physics learning identity. From a selection of students who scored relatively high or low on the survey sub scales, an academically successful student in an introductory physics course using an active engagement curriculum was selected to examine identity development. Findings indicate he didn't develop a sense of agency, nor did he feel a need to alter his participation, although there were ample opportunities to do so in the learning community. These results suggest that being a successful physics student in the traditional sense doesn't necessarily mean the student is successful at adopting meta-goals which are the non-content course goals of learning to think like a physicist. This student was prompted to engage meaningfully but didn't feel it was required for success which suggests that structural alignment is required to motivate students to achieve meta-goals.

Student trajectories in physics: the need for analysis through a socio-cultural lens

NASA Astrophysics Data System (ADS)

Zapata, Mara

2010-09-01

An analysis of student connections through time and space relative to the core discipline of physics is attempted, as viewed through the lens of actor-network-theory, by Antonia Candela. Using lenses of cultural realities, networks, and perceived power in the discourse of one specific university in the capital city of Mexico and one undergraduate physics classroom, the trajectories and itineraries of students are analyzed, relative to a physics professor's pedagogical practices. This ethnographic study then yields comparisons between Mexican undergraduate students and students from the United States. Actor network theory recognizes that the symbiotic relationship existing between an actor and a continuum of space and time is defined by the symbiotic yet interdependent relationships and networks of practice (Lemke in Downward causation: Minds, bodies, and matter 2000). As part of this study and in line with actor-network-theory, human actors and non-human participants were viewed in relation to how subjects acted and were acted upon within networks of practice. Through this forum I reflect on this work with particular focus on the issues of situatedness of actors from a sociocultural perspective and how established networks viewed within this perspective frame and subsequently impact student trajectories and itineraries. In essence I argue for a need to look at a myriad of further complexities driving the symbiotic relationships being analyzed.

Physical practice is associated with less functional disability in medical students with migraine.

PubMed

Domingues, Renan B; Teixeira, Antônio Lúcio; Domingues, Simone A

2011-02-01

The aim of this study was to investigate possible association between migraine and physical practice among 480 medical students who were submitted to a questionnaire about headaches and physical practices. Migraine diagnosis was assessed by ID-Migraine and functional disability was evaluated with MIDAS. The type (aerobic or strength training), the weekly frequency and the intensity of physical practice and body mass index (BMI) were assessed. There was a reduction in functional disability of migraine in students reporting physical practice (no physical practice - MIDAS=8.81±1.40, physical practice - MIDAS=15.49±1.78; P=0.03). Frequency, intensity, and type of physical practices were not associated with functional impact of migraine. BMI did not correlate with migraine impact (normal weight - MIDAS=12.34±1.33, overweight or obese - MIDAS=17.45±3.86; P=0.33). These results were confirmed by multivariate analysis. Our data suggest that physical practice is inversely related with functional disability of migraine in university students regardless of BMI.

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…

Students' Interest and Experiences in Physics and Chemistry Related Themes: Reflections Based on a ROSE-Survey in Finland

ERIC Educational Resources Information Center

Lavonen, Jari; Byman, Reijo; Uitto, Anna; Juuti, Kalle; Meisalo, Veijo

2008-01-01

Interest in physics and chemistry topics and out-of-school experiences of Finnish secondary school students (n = 3626, median age 15) were surveyed using the international ROSE questionnaire. Based on explorative factor analysis the scores of six out-of-school experience factors (indicating how often students had done something outside of school)…

Development and Validation of an Instrument to Measure Student Knowledge Gains for Chemical and Physical Change for Grades 6-8

ERIC Educational Resources Information Center

Christian, Brittany N.; Yezierski, Ellen J.

2012-01-01

Teachers tend to instruct topically, which requires the student to use multiple and interconnected concepts to succeed in each instructional unit. Therefore, it is beneficial to combine research on related concepts to form topic driven instruments to better assist teachers in assessing and instructing students. Chemical and physical change as a…

Exploring Possible Selves in a First-Year Physics Foundation Class: Engaging Students by Establishing Relevance

ERIC Educational Resources Information Center

Bennett, Dawn; Roberts, Lynne; Creagh, Christine

2016-01-01

Students often complain that they cannot see the relevance of what they are being taught in foundation physics classes. While revising and adjusting the curriculum and teaching are important, this study suggests it might also be useful to help students view their learning in relation to their future career aspirations. This paper reports on a…

Investigation of Learning Behaviors and Achievement of Vocational High School Students Using an Ubiquitous Physics Tablet PC App

NASA Astrophysics Data System (ADS)

Purba, Siska Wati Dewi; Hwang, Wu-Yuin

2017-06-01

In this study, we designed and developed an app called Ubiquitous-Physics (U-Physics) for mobile devices like tablet PC or smart phones to help students learn the principles behind a simple pendulum in Physics. The unique characteristic of U-Physics is the use of sensors on mobile devices to collect acceleration and velocity data during pendulum swings. The data collected are transformed to facilitate students' understanding of the pendulum time period. U-Physics helped students understand the effects of pendulum mass, length, and angle in relation to its time period. In addition, U-Physics was equipped with an annotation function such as textual annotation to help students interpret and understand the concepts and phenomena of the simple pendulum. U-Physics also generated graphs automatically to demonstrate the time period during which the pendulum was swinging. Results showed a significant positive correlation between interpreting graphs and applying formula. This finding indicated that the ability to interpret graphs has an important role in scientific learning. Therefore, we strongly recommend that physics teachers use graphs to enrich students' information content and understanding and negative correlation between pair coherence and interpreting graphs. It may be that most of the participants (vocational high school students) have limited skill or confidence in physics problem solving; so, they often seek help from teachers or their high-achieving peers. In addition, the findings also indicated that U-Physics can enhance students' achievement during a 3-week time period. We hope that this app can be globally used to learn physics in the future.

Using the Health Physics Student Volunteer Program for a Research Project Sponsored by the Medical Section of the Health Physics Society.

PubMed

Steiner, Joseph; Leinwander, Penny

2017-04-01

The Health Physics Society (HPS) Medical Health Physics Section (MHPS) received a request to research data on radiation safety guidance related to the death of patients who have recently received therapeutic doses of sealed or unsealed therapy sources. The MHPS elected to use student volunteers to perform this research. The purpose of this manuscript is to describe and provide a template for the process used by the MHPS to develop a student volunteer program. To implement the student volunteer program, the MHPS collaborated with the HPS Student Support Committee to develop a research proposal and a student volunteer selection process. The research proposal was sent to HPS student members in a call for volunteers. Two student volunteers were chosen based on predetermined qualifications to complete the work effort outlined in the research proposal. This project progressed with the use of milestones and culminated with the students presenting their findings at the annual HPS meeting. The students received HPS student travel awards to present at the conference. This work effort proved to be extremely beneficial to all parties involved.

[Harassment experiences among students of health-related professional careers in Mexico].

PubMed

Ortiz-Hernández, Luis; Compeán-Dardón, María Sandra; Gallardo-Hernández, Georgina; Támez-González, Silvia; Pérez-Salgado, Diana; Verde-Flota, Elizabeth

2010-01-01

This study focuses on the frequency with which students of health-related professional careers have perceived themselves as victims of sexual harassment, how this has occurred, and the characteristics of those students associated with that experience. Cross-sectional descriptive study, with a sample of 530 students from health-related schools at the Universidad Autónoma Metropolitana Xochimilco in Mexico City. Statistical analysis was stratified by sex, age, race, perception of physical attractiveness, transgression of gender stereotypes, and sexual orientation. Experiences of sexual harassment were assessed based on a scale of 19 questions. Five components were identified by factor analysis: verbal and/or physical harassment by inadequate staring/glancing, inadequate proposals, and comments. In general, women were more harassed by inadequate staring/glancing; those who perceived themselves as being more physically attractive were more verbally harassed, whereas those who transgressed gender stereotypes were more exposed to physical harassment and harrassing glances as compared to men who were seen themselves as being less attractive and who did not transgressed the gender stereotype. Sexual harassment is an existing situation occurring among students. It is necessary to detect and recognize the forms of presentation of gender inequalities to avoid imposing sanctions on conducts that are not adhered to gender stereotypes.

The Relationship Between Responses to Science Concepts on a Semantic Differential Instrument and Achievement in Freshman Physics and Chemistry.

ERIC Educational Resources Information Center

Rothman, Arthur Israel

Students taking freshman physics and freshman chemistry at The State University of New York at Buffalo (SUNYAB) were administered a science-related semantic differential instrument. This same test was administered to physics and chemistry graduate students from SUNYAB and the University of Rochester. A scoring procedure was developed which…

Motivations for Pursuing a Career in Physical Education: The Rise of a Fitness Orientation

ERIC Educational Resources Information Center

Richards, K. Andrew R.; Padaruth, Sookhenlall

2017-01-01

Research related to the occupational socialization of physical education teachers has found that students have been primarily motivated to pursue careers in physical education because they have developed interests related to teaching and/or coaching extracurricular sport. However, recent trends within physical education--and in society more…

Relations of Gender and Socioeconomic Status to Physics through Metacognition and Self-Efficacy

ERIC Educational Resources Information Center

Yerdelen-Damar, Sevda; Pesman, Haki

2013-01-01

The authors explored how gender and socioeconomic status (SES) predicted physics achievement as mediated by metacognition and physics self-efficacy. Data were collected from 338 high school students. The model designed for exploring how gender and SES-related differences in physics achievement were explained through metacognition and physics…

The Importance of Science Policy and its Challenges

NASA Astrophysics Data System (ADS)

Preis, Benjamin

2015-03-01

I worked for physicist and Congressman Bill Foster (D-IL) as the Mather Public Policy Intern through the American Institute of Physics and the Society of Physics Students during the summer of 2014. This internship is meant to connect undergraduate physics students with the policy process in Washington DC. As a Mather Public Policy Intern, I worked for Congressman Foster researching policy initiatives such as science funding, STEM education, and environmental regulations. This talk will discuss my experience and many of the things that I learned as an undergraduate physicist working on Capitol Hill. For example, through my experience with the internship, I attended lectures and hearings that illuminated for me how members of Congress conceive of scientific research. I also met with many physicists on Capitol Hill working to improve government interest in physics research -- AAAS Fellows, Members of Congress, and Government Relations Specialists -- and I will talk about how I saw physicists impacting governmental policies relating to scientific research and development. This internship is part of the Society of Physics Students internship program and was funded by the John and Jane Mather Foundation for Science and the Arts. This work was part of the Society of Physics Students internship Program.

Arkansas Physical Education Curriculum Framework, 1996.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

This K-12 physical education curriculum presents six areas in which Arkansas students should show competence. The six strands are: health related fitness (students will be knowledgeable of and derive immediate health benefits from participation in vigorous musculoskeletal and cardiorespiratory enhancing activities); movement/motor skills (students…

Supervision in Physical Education Teacher Education Programs: Making the Case for Paired Placements

ERIC Educational Resources Information Center

Heidorn, Brent; Jenkins, Deborah Bainer

2015-01-01

Many student teaching experiences in physical education teacher education programs face challenges related to supervision and realistic preparation for the workplace. This article suggests paired placements as a model for effective supervision and increased collaboration during the student teaching internship.

Psychological factors related to physical education classes as predictors of students' intention to partake in leisure-time physical activity.

PubMed

Baena-Extremera, Antonio; Granero-Gallegos, Antonio; Ponce-de-León-Elizondo, Ana; Sanz-Arazuri, Eva; Valdemoros-San-Emeterio, María de Los Ángeles; Martínez-Molina, Marina

2016-04-01

In view of the rise in sedentary lifestyle amongst young people, knowledge regarding their intention to partake in physical activity can be decisive when it comes to instilling physical activity habits to improve the current and future health of school students. Therefore, the object of this study was to find a predictive model of the intention to partake in leisure- time physical activity based on motivation, satisfaction and competence. The sample consisted of 347 Spanish, male, high school students and 411 female students aged between 13 and 18 years old. We used a questionnaire made up of the Sport Motivation Scale, Sport Satisfaction Instrument, and the competence factor in the Basic Psychological Needs in Exercise Scale and Intention to Partake in Leisure-Time Physical Activity, all of them adapted to school Physical Education. We carried out confirmatory factor analyses and structural equation models. The intention to partake in leisure-time physical activity was predicted by competence and the latter by satisfaction/fun. Intrinsic motivation was revealed to be the best predictor of satisfaction/fun. Intrinsic motivation should be enhanced in order to predict an intention to partake in physical activity in Physical Education students.

Dimensions of school climate: teachers' or principals' power styles and subjects' propensities to be climate vigilant as related to students' perceptions of satisfaction and of peers' abusive behavior.

PubMed

Verhoek-Miller, Nancy; Miller, Duane I; Shirachi, Miyoko; Hoda, Nicholas

2002-08-01

Two studies investigated teachers' and principals' power styles as related to college students' retrospective ratings of satisfaction and peers' abusive behavior. One study also investigated retrospective self-perception as related to students' sensitivity to the occurrence of physical and psychological abuse in the school environment. Among the findings were positive correlations between subjects' perceptions that their typical elementary school teacher used referent, legitimate, or expert power styles and subjects' reported satisfaction with their elementary school experience. Small but statistically significant correlations were found suggesting that principals' power style was weakly associated with ratings of psychological abuse in elementary school and physical abuse in middle school. Also, students who rated themselves as intelligent, sensitive, attractive, and depressive had higher ratings of perceived psychological and physical abuse at school. It was concluded that parameters of leaders' power styles and subjects' vigilance might be useful for understanding school climates. Experimentally designed studies are required.

Assessment of weight status, dietary habits and beliefs, physical activity, and nutritional knowledge among university students.

PubMed

Yahia, Najat; Wang, Daniel; Rapley, Melyssa; Dey, Rajarshi

2016-07-01

The purpose of this study was to assess weight status, dietary habits, physical activity, dietary beliefs, and nutrition knowledge among a sample of students from Central Michigan University. A cross-sectional survey was conducted among a sample of undergraduate students in Fall 2011 and Spring 2012 at Central Michigan University. Participating students completed an online questionnaire that included questions related to their eating habits, physical activity and lifestyle, dietary beliefs, and nutritional knowledge. Weight, height, and waist circumference were measured. Percentage body fat and visceral fat score were determined using a Tanita body composition analyser (SC-331S). Outcomes of this study indicated that 78% of female students were within the healthy weight range compared to 52% of male students. Visceral body fat and waist circumference scores were higher in males than in females. Most students showed 'satisfactory' dietary habits. Almost half of the students reported drinking two glasses of milk and consuming two cups of fruits and vegetables daily. Physical activity and lifestyle score indicated that most of the students were not physically active. Only 7% of students reported having a very active lifestyle, and 4% had quite good nutritional knowledge. The majority of students, particularly females, were within the healthy body weight range. Students' dietary habits were satisfactory. However, physical activity, students' knowledge of healthy and unhealthy diet habits, and nutritional knowledge needed improvement. Developing gender-specific programmes for promoting healthy lifestyle behaviours among students is recommended. © Royal Society for Public Health 2015.

Role of multiple representations in physics problem solving

NASA Astrophysics Data System (ADS)

Maries, Alexandru

This thesis explores the role of multiple representations in introductory physics students' problem solving performance through several investigations. Representations can help students focus on the conceptual aspects of physics and play a major role in effective problem solving. Diagrammatic representations can play a particularly important role in the initial stages of conceptual analysis and planning of the problem solution. Findings suggest that students who draw productive diagrams are more successful problem solvers even if their approach is primarily mathematical. Furthermore, students provided with a diagram of the physical situation presented in a problem sometimes exhibited deteriorated performance. Think-aloud interviews suggest that this deteriorated performance is in part due to reduced conceptual planning time which caused students to jump to the implementation stage without fully understanding the problem and planning problem solution. Another study investigated two interventions aimed at improving introductory students' representational consistency between mathematical and graphical representations and revealed that excessive scaffolding can have a detrimental effect. The detrimental effect was partly due to increased cognitive load brought on by the additional steps and instructions. Moreover, students who exhibited representational consistency also showed improved problem solving performance. The final investigation is centered on a problem solving task designed to provide information about the pedagogical content knowledge (PCK) of graduate student teaching assistants (TAs). In particular, the TAs identified what they considered to be the most common difficulties of introductory physics students related to graphical representations of kinematics concepts as they occur in the Test of Understanding Graphs in Kinematics (TUG-K). As an extension, the Force Concept Inventory (FCI) was also used to assess this aspect of PCK related to knowledge of student difficulties of both physics instructors and TAs. We find that teaching an independent course and recent teaching experience do not correlate with improved PCK. In addition, the performance of American TAs, Chinese TAs and other foreign TAs in identifying common student difficulties both in the context of the TUG-K and in the context of the FCI is similar. Moreover, there were many common difficulties of introductory physics students that were not identified by many instructors and TAs.

Understanding Middle School Students' Perceptions of Physics Using Girl-Friendly and Integrated STEM Strategies: A Gender Study

NASA Astrophysics Data System (ADS)

Dare, Emily Anna

According to the American Physical Society, women accounted for only 20% of bachelor's degrees in the fields of physics and engineering in 2010. This low percentage is likely related to young girls' K-12 education experiences, particularly their experiences prior to high school, during which time young women's perceptions of Science, Technology, Engineering, and Math (STEM) and STEM careers are formed (Catsambis, 1995; Maltese & Tai, 2011; National Research Council, 2012; Sadler, Sonnert, Hazari, & Tai, 2012; Tai, Liu, Maltese, & Fan, 2006; Scantlebury, 2014; Sikora & Pokropek, 2012). There are no significant gender differences in academic achievement in middle school, yet young women have less positive attitudes towards careers in science than their male peers (Catsambis, 1995; Scantlebury, 2014). This suggests that the low female representation in certain STEM fields is a result of not their abilities, but their perceptions; for fields like physics where negative perceptions persist (Haussler & Hoffman, 2002; Labudde, Herzog, Neuenschander, Violi, & Gerber, 2000), it is clear that middle school is a critical time to intervene. This study examines the perceptions of 6th grade middle school students regarding physics and physics-related careers. A theoretical framework based on the literature of girl-friendly and integrated STEM strategies (Baker & Leary, 1995; Halpern et al., 2007; Haussler & Hoffman, 2000, 2002; Labudde et al., 2000; Moore et al., 2014b; Newbill & Cennamo, 2008; Rosser, 2000; Yanowitz, 2004) guided this work to understand how these instructional strategies may influence student's perceptions of physics for both girls and boys. The overarching goal of this work was to understand similarities and differences between girls' and boys' perceptions about physics and physics-related careers. This convergent parallel mixed-methods study uses a series of student surveys and focus group interviews to identify and understand these similarities and differences. Classroom observations also helped to identify what instructional strategies teachers used that influence student perceptions. Findings from this study indicate very few differences between the perceptions of physics and physics-related careers for 6th grade girls and boys. However, the differences that exist, though subtle, may indicate how K-12 science instruction could more positively influence girls' perceptions. For instance, while girls are just as interested in science class as their male counterparts, they are more motivated when a social context is included; this has implications for how they view physics-related careers. The findings of this study shed light on not only why fewer females pursue careers in physics, but also how K-12 science reform efforts might help to increase these numbers.

Energy education and its importance to public policy

NASA Astrophysics Data System (ADS)

Cates, Gordon

2009-11-01

Energy education is gaining increasing importance as society faces new challenges meeting its energy needs. Students find the topic interesting, and a physics department is a natural place for such courses. At the University of Virginia (UVa) we have developed an introductory course that covers, from a physicist's perspective, various topics related to energy. Included are the production and consumption of energy in our society, the underlying technologies involved, and the implications of resource limitations. While the course includes some basic physics concepts, the material quickly moves into a broader sphere that would not normally be the focus of an introductory-level course in a physics department. The course has attracted a broad range of students from those in their first year seeking to fulfill a science requirement to engineering students with an interest in environmental science. We are also developing at UVa an energy concentration for physics majors in an effort to broaden our offerings in this important area. In addition to addressing a growing interest among students, courses related to energy are arguably an important element in the development of public policy. Indeed, the very types of discussion that occur in such courses represent precisely the types of debates that one would hope to see as politicians develop a viable strategy for the future. Thus, energy education is filling a very real demand from the students, and is serving an important public function as well. Courses related to energy are also an excellent way to attract students that might otherwise not consider studying physics.

Overweight and Physical Inactivity Among African American Students at a Historically Black University.

PubMed

Sa, Jaesin; Heimdal, James; Sbrocco, Tracy; Seo, Dong-Chul; Nelson, Beatrice

2016-02-01

Little is known about correlates of overweight, obesity, and physical inactivity among African American students at historically Black colleges and universities. To assess overweight, obesity, and physical inactivity among African American college students at a historically Black university in Maryland in the USA. Data were collected from 268 African American college students in 2013. Data were analyzed with percentage difference z-tests, chi-square tests, and multiple logistic regression. Cross-sectional survey (student response rate = 49.9%). The overweight/obesity rate of participants was 47.5%, which was higher than that of the U.S. college student population overall (34.1%) and a representative sample of African American college students (38.3%). When age and sex were controlled, a family history of obesity, skipping breakfast, drinking caffeinated drinks, lower family income, and smoking a pipe, cigars, or cigarettes daily were significant correlates of overweight (obesity included). The percentage of physical inactivity was 68.3, and physical inactivity was higher among women and overweight or obese students. Given the high overweight and obesity prevalence among African American college students, historically Black colleges and universities in the USA should increase health promotion efforts targeting weight-related behaviors, particularly physical activity. Copyright © 2016. Published by Elsevier Inc.

Comparing the influence of physical and virtual manipulatives in the context of the Physics by Inquiry curriculum: The case of undergraduate students' conceptual understanding of heat and temperature

NASA Astrophysics Data System (ADS)

Zacharia, Zacharias C.; Constantinou, Constantinos P.

2008-04-01

We compare the effect of experimenting with physical or virtual manipulatives on undergraduate students' conceptual understanding of heat and temperature. A pre-post comparison study design was used to replicate all aspects of a guided inquiry classroom except the mode in which students performed their experiments. This study is the first on physical and virtual manipulative experimentation in physics in which the curriculum, method of instruction, and resource capabilities were explicitly controlled. The participants were 68 undergraduates in an introductory course and were randomly assigned to an experimental or a control group. Conceptual tests were administered to both groups to assess students' understanding before, during, and after instruction. The result indicates that both modes of experimentation are equally effective in enhancing students' conceptual understanding. This result is discussed in the context of an ongoing debate on the relative importance of virtual and real laboratory work in physics education.

PlayPhysics: An Emotional Games Learning Environment for Teaching Physics

NASA Astrophysics Data System (ADS)

Muñoz, Karla; Kevitt, Paul Mc; Lunney, Tom; Noguez, Julieta; Neri, Luis

To ensure learning, game-based learning environments must incorporate assessment mechanisms, e.g. Intelligent Tutoring Systems (ITSs). ITSs are focused on recognising and influencing the learner's emotional or motivational states. This research focuses on designing and implementing an affective student model for intelligent gaming, which reasons about the learner's emotional state from cognitive and motivational variables using observable behaviour. A Probabilistic Relational Models (PRMs) approach is employed to derive Dynamic Bayesian Networks (DBNs). The model uses the Control-Value theory of 'achievement emotions' as a basis. A preliminary test was conducted to recognise the students' prospective-outcome emotions with results presented and discussed. PlayPhysics is an emotional games learning environment for teaching Physics. Once the affective student model proves effective it will be incorporated into PlayPhysics' architecture. The design, evaluation and postevaluation of PlayPhysics are also discussed. Future work will focus on evaluating the affective student model with a larger population of students, and on providing affective feedback.

How students learn to coordinate knowledge of physical and mathematical models in cellular physiology

NASA Astrophysics Data System (ADS)

Lira, Matthew

This dissertation explores the Knowledge in Pieces (KiP) theory to account for how students learn to coordinate knowledge of mathematical and physical models in biology education. The KiP approach characterizes student knowledge as a fragmented collection of knowledge elements as opposed to stable and theory-like knowledge. This dissertation sought to use this theoretical lens to account for how students understand and learn with mathematical models and representations, such as equations. Cellular physiology provides a quantified discipline that leverages concepts from mathematics, physics, and chemistry to understand cellular functioning. Therefore, this discipline provides an exemplary context for assessing how biology students think and learn with mathematical models. In particular, the resting membrane potential provides an exemplary concept well defined by models of dynamic equilibrium borrowed from physics and chemistry. In brief, membrane potentials, or voltages, "rest" when the electrical and chemical driving forces for permeable ionic species are equal in magnitude but opposite in direction. To assess students' understandings of this concept, this dissertation employed three studies: the first study employed the cognitive clinical interview to assess student thinking in the absence and presence of equations. The second study employed an intervention to assess student learning and the affordances of an innovative assessment. The third student employed a human-computer-interaction paradigm to assess how students learn with a novel multi-representational technology. Study 1 revealed that students saw only one influence--the chemical gradient--and that students coordinated knowledge of only this gradient with the related equations. Study 2 revealed that students benefited from learning with the multi-representational technology and that the assessment detected performance gains across both calculation and explanation tasks. Last, Study 3 revealed how students shift from recognizing one influence to recognizing both the chemical and the electrical gradients as responsible for a cell's membrane potential reaching dynamic equilibrium. Together, the studies illustrate that to coordinate knowledge, students need opportunities to reflect upon relations between representations of mathematical and physical models as well as distinguish between physical quantities such as molarities for ions and transmembrane voltages.

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.

College physics students' epistemological self-reflection and its relationship to conceptual learning

NASA Astrophysics Data System (ADS)

May, David B.; Etkina, Eugenia

2002-12-01

Students should develop self-reflection skills and appropriate views about knowledge and learning, both for their own sake and because these skills and views may be related to improvements in conceptual understanding. We explored the latter issue in the context of an introductory physics course for first-year engineering honors students. As part of the course, students submitted weekly reports, in which they reflected on how they learned specific physics content. The reports by 12 students were analyzed for the quality of reflection and some of the epistemological beliefs they exhibited. Students' conceptual learning gains were measured with standard survey instruments. We found that students with high conceptual gains tend to show reflection on learning that is more articulate and epistemologically sophisticated than students with lower conceptual gains. Some implications for instruction are suggested.

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.

The Symmetry of Natural Laws.

ERIC Educational Resources Information Center

Brown, Laurie M.

This document is a monograph intended for advanced undergraduate students, or beginning graduate students, who have some knowledge of modern physics as well as classical physics, including the elementary quantum mechanical treatment of the hydrogen atom and angular momentum. The first chapter introduces symmetry and relates it to the mathematical…

Factors Influencing Learning of Classical Mechanics.

ERIC Educational Resources Information Center

Champagne, Audrey B.; And Others

Beginning college physics students' misconceptions about moving objects, their mathematics skills, and formal reasoning ability, are all believed to be related to their achievement in physics. It is hypothesized that students whose knowledge structures include misconceptions that are in conflict with concepts in the lectures and text will have…

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.

Problem based learning approaches to the technology education of physical therapy students.

PubMed

Castro-Sánchez, Adelaida M; Aguilar-Ferrándiz, María Encarnación M E; Matarán-Peñarrocha, Guillermo A Ga; Iglesias-Alonso, Alberto A; Fernández-Fernández, Maria Jesus M J; Moreno-Lorenzo, Carmen C

2012-01-01

Problem-Based Learning (PBL) is a whole-curriculum concept. This study aimed to compare learning preferences and strategies between physical therapy students taught by PBL and those receiving conventional lectures on massage therapy, trauma physical therapy, and electrotherapy, hydrotherapy, and thermotherapy. This quasi-experimental study included 182 male and female students on physical therapy diploma courses at three universities in Andalusia (Spain). The Canfield Learning Skills Inventory (CLSI) was used to assess learning strategies and the Approaches to Study Skills Inventory for Students (ASSIST) to analyze study preferences. At the end of the academic year 2009/10, physical therapy students taught by PBL considered the most important learning strategies to be group work, study organization, relationship of ideas, and academic results. In comparison to conventionally taught counterparts, they considered that PBL reduced lack of purpose, memorizing without relating, the law of minimum effort, and fear of failure. Among these PBL students, the most highly rated study preferences were: organization of course tasks, cordial interaction with the teacher, learning by reading and images, and direct hands-on experience. For these physical therapy students, PBL facilitates learning strategies and study preferences in comparison to conventional teaching.

Personal health behaviors and role-modeling attitudes of physical therapists and physical therapist students: a cross-sectional study.

PubMed

Black, Beth; Marcoux, Beth C; Stiller, Christine; Qu, Xianggui; Gellish, Ronald

2012-11-01

Physical therapists have been encouraged to engage in health promotion practice. Health professionals who engage in healthy behaviors themselves are more apt to recommend those behaviors, and patients are more motivated to change their behaviors when their health care provider is a credible role model. The purpose of this study was to describe the health behaviors and role-modeling attitudes of physical therapists and physical therapist students. This study was a descriptive cross-sectional survey. A national sample of 405 physical therapists and 329 physical therapist students participated in the survey. Participants' attitudes toward role modeling and behaviors related to physical activity, fruit and vegetable consumption, abstention from smoking, and maintenance of a healthy weight were measured. Wilcoxon rank sum tests were used to examine differences in attitudes and behaviors between physical therapists and physical therapist students. A majority of the participants reported that they engage in regular physical activity (80.8%), eat fruits and vegetables (60.3%), do not smoke (99.4%), and maintain a healthy weight (78.7%). Although there were no differences in behaviors, physical therapist students were more likely to believe that role modeling is a powerful teaching tool, physical therapist professionals should "practice what they preach," physical activity is a desirable behavior, and physical therapist professionals should be role models for nonsmoking and maintaining a healthy weight. Limitations of this study include the potential for response bias and social desirability bias. Physical therapists and physical therapist students engage in health-promoting behaviors at similarly high rates but differ in role-modeling attitudes.

The Effects of Stretching Exercises during Rehearsals on String Students' Self-Reported Perceptions of Discomfort

ERIC Educational Resources Information Center

Cooper, Shelly C.; Hamann, Donald L.; Frost, Robert

2012-01-01

Musicians have recognized that physical problems often accompany playing, yet examinations of performance-related injuries and medical problems remain relatively new. The type of instrument played can affect musicians' pain-related problems as well as physical stature. The focus of this study was to determine whether physical intervention--easily…

Knowledge in Action: Fitness Lesson Segments That Teach Health-Related Fitness in Elementary Physical Education

ERIC Educational Resources Information Center

Hodges, Michael G.; Kulinna, Pamela Hodges; van der Mars, Hans; Lee, Chong

2016-01-01

The purpose of this study was to determine students' health-related fitness knowledge (HRFK) and physical activity levels after the implementation of a series of fitness lessons segments called Knowledge in Action (KIA). KIA aims to teach health-related fitness knowledge (HRFK) during short episodes of the physical education lesson. Teacher…

Diet- and body size-related attitudes and behaviors associated with vitamin supplement use in a representative sample of fourth-grade students in Texas.

PubMed

George, Goldy C; Hoelscher, Deanna M; Nicklas, Theresa A; Kelder, Steven H

2009-01-01

To examine diet- and body size-related attitudes and behaviors associated with supplement use in a representative sample of fourth-grade students in Texas. Cross-sectional data from the School Physical Activity and Nutrition study, a probability-based sample of schoolchildren. Children completed a questionnaire that assessed supplement use, food choices, diet-related attitudes, and physical activity; height and weight were measured. School classrooms. Representative sample of fourth-grade students in Texas (n = 5967; mean age = 9.7 years standard error of the mean [SEM] = .03 years, 46% Hispanic, 11% African-American). Previous day vitamin supplement consumption, diet- and body size-related attitudes, food choices, demographic factors, and physical activity. Multivariable logistic regression models, P < .05. The prevalence of supplement use was 29%. Supplement intake was associated with physical activity. Girls who used supplements were more likely to report positive body image and greater interest in trying new food. Relative to nonusers, supplement users were less likely to perceive that they always ate healthful food, although supplement use was associated with more healthful food choices in boys and girls (P < .001). The widespread use of supplements and clustering of supplement use with healthful diet and greater physical activity in fourth graders suggest that supplement use be closely investigated in studies of diet-disease precursor relations and lifestyle factors in children.

The Relationship Between Physical Fitness, Preadolescent Obesity, and Academic Achievement in Seventh Grade Students in South Carolina

NASA Astrophysics Data System (ADS)

Patterson, Phillip Stephen

Abstract It was not known if, or to what degree, a relationship existed among academic achievement in science, physical fitness, and preadolescent obesity. This quantitative, correlational study explored the relationship between physical fitness, preadolescent obesity, and academic achievement in 136 seventh grade students at an urban middle school in South Carolina who received 50 minutes of physical education daily for one semester. The researcher hypothesized that the level of physical fitness influences preadolescent obesity and academic performance. The hypotheses stated that there would be a positive correlation between physical fitness and achievement in science, a negative correlation between preadolescent obesity and achievement in science, and a negative correlation between fitness and preadolescent obesity. Pearson product-moment correlations were used to test the hypotheses. Physical fitness was measured using the FitnessGram. Academic performance was measured using the science benchmark assessment. The results revealed that physical fitness was positively correlated with academic achievement (r = .32, p = .001), obesity was negatively related to academic achievement (r = -.27, p = .001), and students' BMI was negatively related to physical fitness (r = -.71, p < .001). The findings of this research have significant implications for school policy and public health in terms of the possibilities for physical activity interventions. Keywords: FitnessGram, physical fitness, preadolescent obesity, body mass index.

6th Annual Midwest Conference for Undergraduate Women in Physics, January 18-20, 2013, Urbana, Illinois

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

Pitts, Kevin T.

This document is the program for the 6th Annual Midwest Conference for Undergraduate Women in Physics, which was held at the University of Illinois at Urbana-Champaign on January 18-20, 2013. The goals of the conference were to foster a culture in which undergraduate women are encouraged and supported to pursue, and also to succeed in, higher education in physics; to provide career information to students in physics and related fields; to give women the resources, motivation, and confidence to apply to graduate school and successfully complete a Ph.D. program in Physics; to provide information and dispel misconceptions about the applicationmore » process for graduate school and the diverse employment opportunities in physics and related fields, enabling women to make more informed decisions about their goals and attain them; and to connect female physics students with successful female physicists to whom they can relate and who can act as inspirational role models and mentors.« less

A Statistical Analysis of Activity-Based and Traditional Introductory Algebra Physics Using the Force and Motion Conceptual Evaluation

NASA Astrophysics Data System (ADS)

Trecia Markes, Cecelia

2006-03-01

With a three-year FIPSE grant, it has been possible at the University of Nebraska at Kearney (UNK) to develop and implement activity- based introductory physics at the algebra level. It has generally been recognized that students enter physics classes with misconceptions about motion and force. Many of these misconceptions persist after instruction. Pretest and posttest responses on the ``Force and Motion Conceptual Evaluation'' (FMCE) are analyzed to determine the effectiveness of the activity- based method of instruction relative to the traditional (lecture/lab) method of instruction. Data were analyzed to determine the following: student understanding at the beginning of the course, student understanding at the end of the course, how student understanding is related to the type of class taken, student understanding based on gender and type of class. Some of the tests used are the t-test, the chi-squared test, and analysis of variance. The results of these tests will be presented, and their implications will be discussed.

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.

The Relationship between Bullying and Social Skills in Primary School Students

ERIC Educational Resources Information Center

Larke, Ian D.; Beran, Tanya N.

2006-01-01

In this study we examined the relationship between children's social skills and bullying behaviours. Teachers rated social skills and indirect and direct physical bullying behaviours of 120 students in elementary school. Hierarchical regression analyses indicated that social skills are inversely related to both direct physical bullying (beta =…

Personality and Physical Correlates of Bulimic Symptomatology among Mexican American Female College Students.

ERIC Educational Resources Information Center

Lester, Regan; Petrie, Trent A.

1995-01-01

Examined the relationship of personality and physical variables to bulimic symptoms. Hierarchical regression analysis of a sample of Mexican American female students revealed that body mass and endorsement of United States societal values concerning attractiveness were related positively to bulimic symptomatology; age, body satisfaction, and…

A Simple Device for Studying the Relativity of Motion

ERIC Educational Resources Information Center

Mayer, V. V.; Varaksina, E. I.

2015-01-01

The fundamentals of classical mechanics are the foundation of more complicated and ingenious physical theories. Therefore, an educational experiment revealing to students the physical nature of mechanical phenomena is important. The effectiveness of this experiment manifoldly increases if students not only perform it by themselves, but also make…

[Association between stages of behavior change related to physical activity and nutritional status in university students].

PubMed

Madureira, Alberto Saturno; Corseuil, Herton Xavier; Pelegrini, Andreia; Petroski, Edio Luiz

2009-10-01

This study aimed to verify the association between stages of behavior change related to physical activity and nutritional status among 862 university students. Body mass index cut-off values were used to classify nutritional status. Stages of behavior change were analyzed individually and classified into active (action, maintenance) and inactive (pre-contemplation, contemplation, preparation). The most prevalent stages of behavior change were contemplation (32%) and preparation (29.5%). Among the entire sample of students, 68.4% were inactive. Prevalence rates for underweight, overweight, and obesity were 9.5%, 12.4%, and 1.7%, respectively. Students classified in the pre-contemplation stage were 5.99 times (CI95%: 2.29-15.68) and 7.98 times (CI95%: 1.41-45.32) more likely to be underweight and overweight, respectively. The university plays a fundamental role in adopting plans and actions targeting the academic community, promoting lifestyle changes through physical activity programs.

A Latent Class Approach to Examining Forms of Peer Victimization

PubMed Central

Bradshaw, Catherine P.; Waasdorp, Tracy E.; O’Brennan, Lindsey M.

2014-01-01

There is growing interest in gender differences in the experience of various forms of peer victimization; however, much of the work to date has used traditional variable-centered approaches by focusing on scales or individual forms of victimization in isolation. The current study explored whether there were discrete groups of adolescents who experience distinct forms of peer victimization by bullying (e.g., physical, verbal, relational) among middle and high school-age youth, and whether membership in a particular victimization group was associated with internalizing problems and aggression. Latent class analyses examining 10 different forms of victimization were conducted on a diverse sample of middle school (n = 11,408) and high school (n = 5,790) students. All forms of victimization were less common among high school students, except cyberbullying and sexual comments/gestures. The analyses revealed that there were 4 distinct victimization patterns for middle school students (Verbal and Physical; Verbal and Relational; High Verbal, Physical, and Relational; and Low Victimization/Normative), whereas high school students fell into a similar pattern with the exception of a Verbal and Physical class. These patterns of victimization were functionally associated with co-occurring internalizing problems and aggression. There were also some notable gender and developmental differences in the pattern of victimization and its relation with adjustment problems. These findings enhance our understanding of the complex patterns of peer victimization that are experienced by middle and high school students. Implications for educational researchers and school-based bullying interventions are discussed. PMID:25414522

Determinants of physical activity and sedentary behaviour in university students: a qualitative study using focus group discussions.

PubMed

Deliens, Tom; Deforche, Benedicte; De Bourdeaudhuij, Ilse; Clarys, Peter

2015-02-28

College or university is a critical period regarding unhealthy changes in energy related behaviours in students. The first objective of this explorative study was to identify determinants of physical activity and sedentary behaviour in Belgian university students. Secondly, we aimed to collect ideas and recommendations to increase physical activity and decrease sedentary behaviours in university students. Using a semi-structured question guide, seven focus group discussions were conducted consisting of 17 male and 29 female university students from a variety of study disciplines, with a mean age of 20.7 ± 1.6 yrs. Using Nvivo9, an inductive thematic approach was used for data analysis. Students reported that both physical and sedentary activities were influenced by individual factors (e.g. perceived enjoyment, self-discipline, time and convenience), their social networks (e.g. (lack of) parental control, modelling, social support), physical environment (e.g. availability and accessibility, travel time/distance, prices), and macro environment (e.g. media and advertising). Furthermore, the relationships between determinants and university students' physical activity and sedentary behaviour seemed to be moderated by university characteristics, such as residency, university lifestyle, exams and academic pressure. Recommendations for future physical activity interventions include improving information strategies regarding on-campus sports activities, cheaper and/or more flexible sports subscriptions and formulas, including 'sports time' into the curricula, and providing university bicycles around campus. Students also believed that increasing students' physical activity might decrease their sedentary behaviour at the same time. The recommendations and ideas discussed in this study may facilitate the development of effective and tailored (multilevel) intervention programs aiming to increase physical activity and decrease sedentary behaviours in university students.

Assessment Results Following Inquiry and Traditional Physics Laboratory Activities

ERIC Educational Resources Information Center

Bryan, Joel Arthur

2006-01-01

Preservice elementary teachers in a conceptual physics course were given multiple resources to use during several inquiry activities in order to investigate how materials were chosen, used, and valued. These students performed significantly better on assessment items related to the inquiry physics activities than on items related to traditional…

Associations of Teen Dating Violence Victimization With School Violence and Bullying Among US High School Students*

PubMed Central

Vivolo-Kantor, Alana M.; Olsen, Emily O’malley; Bacon, Sarah

2016-01-01

BACKGROUND Teen dating violence (TDV) negatively impacts health, mental and physical well-being, and school performance. METHODS Data from a nationally representative sample of high school students participating in the Centers for Disease Control and Prevention (CDC)’s 2013 Youth Risk Behavior Survey (YRBS) are used to demonstrate associations of physical and sexual TDV with school violence-related experiences and behaviors, including bullying victimization. Bivariate and adjusted sex-stratified regressions assessed relationships between TDV and school violence-related experiences and behaviors. RESULTS Compared to students not reporting TDV, those experiencing both physical and sexual TDV were more likely to report carrying a weapon at school, missing school because they felt unsafe, being threatened or injured with a weapon on school property, having a physical fight at school, and being bullied on school property. CONCLUSIONS School-based prevention efforts should target multiple forms of violence. PMID:27374352

Successful recruiting strategies for geoscience degrees and careers at the two-year college: An example from Metropolitan Community College - Kansas City

NASA Astrophysics Data System (ADS)

Wolfe, B.

2012-12-01

The overwhelming majority of students at 2-year colleges take geoscience courses (e.g. physical geology or physical geography) to fulfill part of the general education requirements of the Associates in Arts degree or General Education certificates for transfer to a 4-year school. It is common in community college earth science programs to have a relatively small number of students continuing on to major in geoscience programs at their transfer 4-year institution. To increase interest and retention in geosciences courses, we have developed a two prong approach - one aimed at students looking to transfer to a 4-year institution and the other aimed at students in the often overlooked career and technical education (CTE) programs. In the case of transfer students, we employ a "high touch" approach in introductory Physical Geology courses. This includes raising awareness of geoscience related careers combined with faculty mentor and advisor activities for students who express interest in science on their admission forms or in discussions of potential careers in science in first-year experience courses. Faculty mentorships have been very effective, not only in recruiting students to consider careers in geology, but also in advising a curriculum for students necessary to be successful upon transfer to a 4-year institution (such as completing college level chemistry, physics, and calculus courses prior to transfer). The second approach focuses on students pursuing certificates and degrees in CTE energy-related programs (such as HVAC, industrial engineering technology, electrician, and utility linemen). To increase awareness of vocational related geoscience careers, many of which require a good foundation in the vocational training students are currently pursing, we developed a foundation energy course - Energy and the Environment - which fulfills both the science general education component of the AA degree for students looking to transfer as well as CTE students. The curriculum focuses on fundamental concepts of energy generation and environmental impact, including analysis of energy fundamentals, fossil fuel exploration and use, atmospheric pollution, global climate change, nuclear energy, alternative energy sources, and energy conservation, all of which are directly related to geologic processes. This new course is part of newly created energy certificate programs in Photovoltaics, energy efficiency, and solar thermal - with the intention of expanding to AAS degrees in each.

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.

Relational perceptions in high school physical education: teacher- and peer-related predictors of female students' motivation, behavioral engagement, and social anxiety.

PubMed

Gairns, Felicity; Whipp, Peter R; Jackson, Ben

2015-01-01

Although researchers have demonstrated the importance of interpersonal processes in school-based physical education (PE), there have been calls for further studies that account for multiple relational perspectives and provide a more holistic understanding of students' relational perceptions. Guided by principles outlined within self-determination theory and the tripartite efficacy model, our aim was to explore the ways in which students' perceptions about their teacher and classmates directly and/or indirectly predicted motivation, anxiety, and engagement in PE. A total of 374 female high-school students reported the extent to which their teachers and classmates independently (a) engaged in relatedness-supportive behaviors, (b) satisfied their need for relatedness, and (c) were confident in their ability in PE (i.e., relation-inferred self-efficacy). Students also rated their motivation and anxiety regarding PE, and teachers provided ratings of in-class behavioral engagement for each student. Analyses demonstrated support for the predictive properties of both teacher- and peer-focused perceptions. Students largely reported more positive motivational orientations when they held favorable perceptions regarding their teacher and peers, and autonomous motivation was in turn positively related to behavioral engagement ratings. These findings offer novel insight into the network of interpersonal appraisals that directly and indirectly underpins important in-class outcomes in PE.

College Women's Weight-related Behavior Profiles Differ by Sexual Identity.

PubMed

VanKim, Nicole A; Erickson, Darin J; Eisenberg, Marla E; Lust, Katherine; Rosser, B R Simon; Laska, Melissa N

2015-07-01

To identify and describe homogenous profiles of female college students based on weight-related behaviors and examine differences across 5 sexual orientation groups. Data from the 2009-2013 College Student Health Survey (Minnesota-based survey of 2- and 4-year college students) were used to fit latent class models. Four profiles were identified across all sexual orientation groups: "healthier eating habits," "moderate eating habits," "unhealthy weight control," and "healthier eating habits, more physically active." Differences in patterns and prevalence of profiles across sexual orientation suggest need for interventions addressing insufficient physical activity and unhealthy weight control behaviors. Future interventions should consider the diversity of behavioral patterns across sexual orientation to more effectively address weight-related behavioral disparities.

The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics

NASA Astrophysics Data System (ADS)

Dou, Remy

This collected papers dissertation explores students' academic interactions in an active learning, introductory physics settings as they relate to the development of physics self-efficacy and interest. The motivation for this work extends from the national call to increase participation of students in the pursuit of science, technology, engineering, and mathematics (STEM) careers. Self-efficacy and interest are factors that play prominent roles in popular, evidence-based, career theories, including the Social cognitive career theory (SCCT) and the identity framework. Understanding how these constructs develop in light of the most pervasive characteristic of the active learning introductory physics classroom (i.e., peer-to-peer interactions) has implications on how students learn in a variety of introductory STEM classrooms and settings structured after constructivist and sociocultural learning theories. I collected data related to students' in-class interactions using the tools of social network analysis (SNA). Social network analysis has recently been shown to be an effective and useful way to examine the structure of student relationships that develop in and out of STEM classrooms. This set of studies furthers the implementation of SNA as a tool to examine self-efficacy and interest formation in the active learning physics classroom. Here I represent a variety of statistical applications of SNA, including bootstrapped linear regression (Chapter 2), structural equation modeling (Chapter 3), and hierarchical linear modeling for longitudinal analyses (Chapter 4). Self-efficacy data were collected using the Sources of Self-Efficacy for Science Courses - Physics survey (SOSESC-P), and interest data were collected using the physics identity survey. Data for these studies came from the Modeling Instruction sections of Introductory Physics with Calculus offered at Florida International University in the fall of 2014 and 2015. Analyses support the idea that students' perceptions of one another impact the development of their social network centrality, which in turn affects their self-efficacy building experiences and their overall self-efficacy. It was shown that unlike career theories that emphasize causal relationships between the development of self-efficacy and the subsequent growth of student interest, in this context student interest takes precedence before the development of student self-efficacy. This outcome also has various implications for career theories.

Voice symptoms and voice-related quality of life in college students.

PubMed

Merrill, Ray M; Tanner, Kristine; Merrill, Joseph G; McCord, Matthew D; Beardsley, Melissa M; Steele, Brittanie A

2013-08-01

The purpose of this study was to examine the prevalence of voice disorders in college students and their effect on the students as shown by quality-of-life indicators. A cross-sectional survey was completed by 545 college students in 2012. The survey included 10 questions from the Voice-Related Quality of Life (V-RQOL), selected voice symptoms, and quality-of-life indicators of functional health and well-being based on the Short Form 36-item Health Survey (SF-36). Twenty-nine percent of the college students (mean age, 22.7 years) reported a history of a voice disorder. Hoarseness was the most prevalent voice symptom, but was not correlated with V-RQOL scores. A wobbly or shaky voice, throat dryness, vocal fatigue, and vocal effort explained a significant amount of variance on the social-emotional and physical domains of the V-RQOL index (p < 0.05). Voice symptoms limited emotional and physical functioning as indicated by SF-36 scores. Voice disorders significantly influence psychosocial and physical functioning in college students. These findings have important implications for voice-care services in this population.

Developing skills versus reinforcing concepts in physics labs: Insight from a survey of students' beliefs about experimental physics

NASA Astrophysics Data System (ADS)

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

2017-06-01

Physics laboratory courses have been generally acknowledged as an important component of the undergraduate curriculum, particularly with respect to developing students' interest in, and understanding of, experimental physics. There are a number of possible learning goals for these courses including reinforcing physics concepts, developing laboratory skills, and promoting expertlike beliefs about the nature of experimental physics. However, there is little consensus among instructors and researchers interested in the laboratory learning environment as to the relative importance of these various learning goals. Here, we contribute data to this debate through the analysis of students' responses to the laboratory-focused assessment known as the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Using a large, national data set of students' responses, we compare students' E-CLASS performance in classes in which the instructor self-reported focusing on developing skills, reinforcing concepts, or both. As the classification of courses was based on instructor self-report, we also provide additional description of these courses with respect to how often students engage in particular activities in the lab. We find that courses that focus specifically on developing lab skills have more expertlike postinstruction E-CLASS responses than courses that focus either on reinforcing physics concepts or on both goals. Within first-year courses, this effect is larger for women. Moreover, these findings hold when controlling for the variance in postinstruction scores that is associated with preinstruction E-CLASS scores, student major, and student gender.

Psychological wellbeing of Turkish university students with physical impairments: an evaluation within the stress-vulnerability paradigm.

PubMed

Koca-Atabey, Mujde; Karanci, A Nuray; Dirik, Gulay; Aydemir, Deniz

2011-04-01

Generally, universities in developing countries offer little in the way of provisions and support (material, emotional, etc.) for disabled students. Therefore, disabled students experience considerable burdens and barriers in their educational life. This study investigated the psychological wellbeing of disabled Turkish university students by examining influences on stress-related growth and psychological distress. Disability is defined within the framework of a social model. According to this view, impairment refers to the functional limitation(s) that affect(s) a person's body, whereas disability refers to the loss or limitation of opportunities owing to social, physical or psychological obstacles. Seventy disabled university students with physical impairments were administered a questionnaire package, including a sociodemographic information sheet, Ways of Coping Questionnaire, Stress-Related Growth Scale, Multidimensional Scale of Social Support, Life Events Inventory, and Brief Symptom Inventory. Snowball sampling was used and voluntary participation was essential. The results showed that disability burden, daily hassles, and helplessness coping were significant predictors of psychological symptoms. For stress-related growth the only variable that appeared significant was problem-solving coping. The results pointed out that there may be different pathways to distress and growth. In order to decrease psychological distress and enhance growth in disabled university students, disability awareness programs, changes in the barriers in the academic and physical environments of the university campuses, and coping skills training to increase problem-focused coping and to combat helplessness may prove to be effective. Reducing daily hassles for the disabled students is likely to contribute to their wellbeing by decreasing their burdens. Also, a more disability-friendly environment is likely to be empowering for disabled university students.

Goal orientation, motivational climate, and dispositional flow of high school students engaged in extracurricular physical activity.

PubMed

Cervelló, Eduardo M; Moreno, Juan A; Villodre, Nestor Alonso; Iglesias, Damián

2006-02-01

The purpose of this study was to examine the role of goal orientation, motivational climate, and dispositional flow in physical education lessons on extracurricular involvement in physical activity. Questionnaires were administered to 1,103 (792 athletes; 311 nonathletes) secondary school students (M age = 14.3 yr., SD = 0.7). Analysis showed significant mean differences between groups on goal orientation and dispositional flow in physical education lessons, but none for perception of motivational climate. These findings suggest that dispositional variables are related to extracurricular involvement in physical activity.

Introductory Physics Students' Physics and Mathematics Epistemologies

NASA Astrophysics Data System (ADS)

Scanlon, Erin M.

The purpose of this three study dissertation is to investigate why students are enrolled in introductory physics courses experience difficulties in being successful; one possible source of their difficulties is related to their epistemology. In order to investigate students' epistemologies about mathematics and physics, students were observed solving physics problems in groups during a laboratory course (study 1) and while solving physics and mathematics problems individually during office-hour sessions (study 2). The Epistemological Resources theoretical framework was employed (Hammer & Elby, 2002). Using emergent and a priori epistemological resource operationalizations (Jones, 2015), 25 distinct epistemological resources were identified in study 1. Differences in physics epistemological resource usage between students of varying academic background (as measured by their number of previously completed mathematics and science classes were identified. By employing an external (Jones, 2015) and internal (Scanlon, 2016) a priori epistemological resource coding scheme, a total of 17 distinct epistemological resources were identified in study 2. The data were sampled to compare the mathematics and physics epistemological resource usage of participants with consistent and inconsistent sign usage in an energy conservation physics problem in order to provide a meaningful context for discussion. Participants of the same sign usage group employed epistemological resources similarly. Conversely, participants in different groups had significantly different physics epistemological resource usage patterns. Finally, student epistemological resource usage patterns from the first two studies were compared to course outcomes in order to determine implications for practice (study 3). Educators must be aware of and address the epistemological underpinnings of students' difficulties in introductory physics courses.

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.

[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.

Relationships between Health-Related Fitness Knowledge, Perceived Competence, Self- Determination, and Physical Activity Behaviors of High School Students

ERIC Educational Resources Information Center

Haslem, Liz; Wilkinson, Carol; Prusak, Keven A.; Christensen, William F.; Pennington, Todd

2016-01-01

The purpose of this study was (a) to test a hypothesized model of motivation within the context of conceptual physical education (CPE), and (b) to explore the strength and directionality of perceived competence for physical activity as a possible mediator for health-related fitness knowledge (HRFK) and physical activity behaviors. High school…

Physical Activity, Physical Fitness, and Health-Related Quality of Life in School-Aged Children

ERIC Educational Resources Information Center

Gu, Xiangli; Chang, Mei; Solmon, Melinda A.

2015-01-01

Purpose: This study examined the association between physical activity (PA), physical fitness, and health-related quality of life (HRQOL) among school-aged children. Methods: Participants were 201 children (91 boys, 110 girls; M[subscript age] = 9.82) enrolled in one school in the southern US. Students' PA (self-reported PA, pedometer-based PA)…

How Health Behaviors Relate to Academic Performance via Affect: An Intensive Longitudinal Study

PubMed Central

Flueckiger, Lavinia; Lieb, Roselind; Meyer, Andrea H.; Mata, Jutta

2014-01-01

Objective This intensive longitudinal study examined how sleep and physical activity relate to university students’ affect and academic performance during a stressful examination period. Methods On 32 consecutive days, 72 first-year students answered online questionnaires on their sleep quality, physical activity, positive and negative affect, learning goal achievement, and examination grades. First-year university students are particularly well-suited to test our hypotheses: They represent a relatively homogeneous population in a natural, but controlled setting, and simultaneously deal with similar stressors, such as examinations. Data were analyzed using multilevel structural equation models. Results Over the examination period, better average sleep quality but not physical activity predicted better learning goal achievement. Better learning goal achievement was associated with increased probability of passing all examinations. Relations of average sleep quality and average physical activity with learning goal achievement were mediated by experienced positive affect. In terms of day-to-day dynamics, on days with better sleep quality, participants reported better learning goal achievement. Day-to-day physical activity was not related to daily learning goal achievement. Daily positive and negative affect both mediated the effect of day-to-day sleep quality and physical activity on daily learning goal achievement. Conclusion Health behaviors such as sleep quality and physical activity seem important for both academic performance and affect experience, an indicator of mental health, during a stressful examination period. These results are a first step toward a better understanding of between- and within-person variations in health behaviors, affect, and academic performance, and could inform prevention and intervention programs for university students. PMID:25353638

[Overweight and obesity in Colombian college students and its association with physical activity].

PubMed

Rangel Caballero, Luis Gabriel; Rojas Sánchez, Lyda Zoraya; Gamboa Delgado, Edna Magaly

2014-11-01

Overweight, obesity and physical activity are considered modifiable factors related to development of chronic diseases. Taking into account physical activity patterns in college students, it is necessary to establish its association with the excessive weight in order to prevent and to decrease the prevalence of future chronic diseases. The aim of this study was to determine the association between excessive weight and physical inactivity among college students. An analytical cross sectional study was carried out in 2013 among college students from a private university of Bucaramanga, Colombia. Students (n=306) 18 to 25 years old were included using simple random sampling. An interview was realized using a survey that included the International Physical Activity Questionnaire (IPAQ), together with socio demographic variables. An assessment of body composition was realized in order to measure height, weight, body mass index (BMI), total fat percentage, and waist and hip circumferences. A trained professional in physical activity was in charge of data collection and anthropometric measurements. This study was approved by the university research and ethics committee. Participation was both voluntary and anonymous. All data were analyzed in compliance with the Helsinki Declaration. Written consent was signed by every participant of the study. A descriptive analysis of the studied population's general characteristics was realized. The association between excessive weight and physical inactivity was estimated using regression logistic models that allows estimate row and adjusted Odds Ratios (OR). An excessive weight was observed in 26.47% of the students, among which 20.26% were overweight and 6.21% obese, according to BMI cutoff. Taking into account the total fat percentage, 12.09% of the students were in risk of becoming obese and 10.13% were already obese. 50.56% of the students practiced very little weekly physical activity. The median of daily sedentary lifestyle was 12 hours, with an interquartile range of 4 hours. A statistically significant association was found between excessive weight and sedentary behavior, according to the total fat method (adjusted OR: 1.11, CI 95%: 1.01-1.23). College students' health behavior is often inadequate in terms of physical activity and dietary habits. Our study observed an association between physical inactivity and excessive weight. Physical inactivity is an important lifestyle factor related to chronic diseases. Further research should focus on determinants to increase their physical activity and to improve their daily lifestyle in order to lower the risk of future diseases. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

Cross-sectional observation of the relationship of depressive symptoms with lifestyles and parents' status among Japanese junior high school students.

PubMed

Hyakutake, Aiko; Kamijo, Tomoko; Misawa, Yuka; Washizuka, Shinsuke; Inaba, Yuji; Tsukahara, Teruomi; Nomiyama, Tetsuo

2016-07-01

Students' depressive symptoms might be related to their own risk factors and to their parents' status. The objective of this cross-sectional study was to examine the relationship of depressive symptoms with lifestyle variables and parents' psychological and socio-demographic status among Japanese junior high school students. Of 477 students and their parents, 409 (85.7 %) students and 314 (65.8 %) parents participated in the study. Students answered self-reported questionnaire on depressive symptoms, their heights and weights, subjective stress, body dissatisfaction, lifestyles including sleep duration and extracurricular physical activity in school and other physical activity outside the school, and nutritional intake. Parents responded to questionnaire on depressive symptoms and socio-demographic status. The prevalence of depressive symptoms was 24.9 %. Students with depressive symptoms were more likely to have stress. Students in shorter and longer sleep duration groups were more likely to have depressive symptoms. The students with depressive symptoms had smaller amount of energy intake than did those without depressive symptoms. Multiple logistic regression analysis revealed significant relationships between students' depressive symptoms and some independent variables. Sex, subjective stress, "almost-never"-categorized extracurricular physical activity in school and other physical activity outside the school, and having a parent with depressive symptoms were significantly associated with students' depressive symptoms. Reducing mental stress and taking care of lifestyles, especially, "almost-everyday"-categorized extracurricular physical activity in school and other physical activity outside the school, may have benefits for students' mental health, and having a parent with depressive symptoms may be associated with students' depressive symptoms.

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.

Psychological stress and health in undergraduate dental students: fifth year outcomes compared with first year baseline results from five European dental schools.

PubMed

Gorter, R; Freeman, R; Hammen, S; Murtomaa, H; Blinkhorn, A; Humphris, G

2008-05-01

Psychological stress in undergraduate dental students: fifth year outcomes compared with first year baseline results from five European dental schools. To compare the levels of a series of health-related indicators from a cohort of fifth year dental students from five European schools with their first year scores, and to investigate the relationship between these follow-up measures. Burnout was measured using the Maslach Burnout Inventory (MBI), consisting of three scales: Emotional Exhaustion (EE, alpha = 0.90), Depersonalisation (alpha = 0.80) and Personal Accomplishment (alpha = 0.72). Physical health was measured by the Physical Symptoms Questionnaire (alpha = 0.82), psychological distress was measured using the General Health Questionnaire (GHQ, alpha = 0.89) and student stress was captured using seven subscales of the Dental Environment Stress questionnaire (DES, alpha = 0.92). A total of 132 fifth year students responded from five dental schools (Manchester, Belfast, Cork, Helsinki and Amsterdam), a 51% response. Fifth year students showed relatively high mean MBI scores when compared with first year results, especially on EE; 39% could be labelled 'high scorers'; 44% of the students met the criteria for 'cases' on the GHQ. Highest mean scores on the DES were obtained on the subscales: Study Obligations, Patient-Related Aspects and Study Pressure respectively. Between schools interesting differences were detected on all variables. As hypothesised, a clear direct effect of stress on both burnout and physical symptoms was shown. An indirect effect of stress on mental health via burnout was shown. Dental students showed a negative development through the years from first to fifth year with regard to EE and psychological distress. Both burnout constructs related to physical and mental health. It is recommended that dental faculty focus on the importance of prevention and intervention of stress amongst undergraduates.

Health-related physical fitness and physical activity in elementary school students.

PubMed

Chen, Weiyun; Hammond-Bennett, Austin; Hypnar, Andrew; Mason, Steve

2018-01-30

This study examined associations between students' physical fitness and physical activity (PA), as well as what specific physical fitness components were more significant correlates to being physically active in different settings for boys and girls. A total of 265 fifth-grade students with an average age of 11 voluntarily participated in this study. The students' physical fitness was assessed using four FitnessGram tests, including Progressive Aerobic Cardiovascular Endurance Run (PACER), curl-up, push-up, and trunk lift tests. The students' daily PA was assessed in various settings using a daily PA log for 7 days. Data was analyzed with descriptive statistics, univariate analyses, and multiple R-squared liner regression methods. Performance on the four physical fitness tests was significantly associated with the PA minutes spent in physical education (PE) class and recess for the total sample and for girls, but not for boys. Performance on the four fitness tests was significantly linked to participation in sports/dances outside school and the total weekly PA minutes for the total sample, boys, and girls. Further, boys and girls who were the most physically fit spent significantly more time engaging in sports/dances and had greater total weekly PA than boys and girls who were not physically fit. In addition, the physically fit girls were more physically active in recess than girls who were not physically fit. Overall, students' performance on the four physical fitness tests was significantly associated with them being physically active during PE and in recess and engaging in sports/dances, as well as with their total weekly PA minutes, but not with their participation in non-organized physical play outside school. ClinicalTrials.gov ID: NCT03015337 , registered date: 1/09/2017, as "retrospectively registered".

Key beliefs related to decisions for physical activity engagement among first-in-family students transitioning to university.

PubMed

Cowie, Eloise; Hamilton, Kyra

2014-08-01

The current study investigated key beliefs related to decisions for physical activity (PA) engagement among first-in-family (FIF) students transitioning to university. FIF students (n = 157) completed an online questionnaire assessing standard theory of planned behaviour constructs and belief-based items. One week later, participants completed a follow-up questionnaire assessing self-reported PA during the previous week. Results identified a range of behavioural, normative, and control beliefs that were significantly correlated with both PA intention and behaviour. Various key beliefs were also identified in relation to FIF students' decisions to be regularly physically active, with behavioural beliefs such as "take up too much time", normative beliefs including "friends outside of university", and control beliefs such as "cost", identified. Finally, frequencies of those who strongly or fully accepted these beliefs were analysed, demonstrating that typically, a large number of FIF students did not hold the beliefs, and as such, these are relevant to target in resultant interventions. The current study effectively highlights a number of key beliefs that can be targeted in programs aimed at encouraging FIF students' PA. Further, the study addresses a gap in the literature of targeting FIF students, a cohort at risk for inactivity, and utilises a sound theoretical framework to identify the unique set of beliefs guiding decisions for PA for this at-risk community group.

Student Assessment of Teaching Effectiveness in a Multi-Instructor Course for Multidisciplinary Health Professional Students.

ERIC Educational Resources Information Center

Palchik, Nancy S.; And Others

1988-01-01

A professional program's influence on student ratings of instruction was examined over 3 years of a multi-instructor anatomy course for nursing, dental hygiene, pharmacy, and physical education students (N=743). The students were relatively consistent in their differential evaluations of instructors and instruction. Student achievement and…

VLP Simulation: An Interactive Simple Virtual Model to Encourage Geoscience Skill about Volcano

NASA Astrophysics Data System (ADS)

Hariyono, E.; Liliasari; Tjasyono, B.; Rosdiana, D.

2017-09-01

The purpose of this study was to describe physics students predicting skills after following the geoscience learning using VLP (Volcano Learning Project) simulation. This research was conducted to 24 physics students at one of the state university in East Java-Indonesia. The method used is the descriptive analysis based on students’ answers related to predicting skills about volcanic activity. The results showed that the learning by using VLP simulation was very potential to develop physics students predicting skills. Students were able to explain logically about volcanic activity and they have been able to predict the potential eruption that will occur based on the real data visualization. It can be concluded that the VLP simulation is very suitable for physics student requirements in developing geosciences skill and recommended as an alternative media to educate the society in an understanding of volcanic phenomena.

Outcomes of a service teaching module on ODEs for physics students

NASA Astrophysics Data System (ADS)

Hyland, Diarmaid; van Kampen, Paul; Nolan, Brien C.

2018-07-01

This paper reports on the first part of a multiphase research project that seeks to identify and address the difficulties encountered by physics students when studying differential equations. Differential equations are used extensively by undergraduate physics students, particularly in the advanced modules of their degree. It is, therefore, necessary that students develop conceptual understanding of differential equations in addition to procedural skills. We have investigated the difficulties encountered by third-year students at Dublin City University in an introductory differential equations module. We developed a survey to identify these difficulties and administered it to students who had recently completed the module. We found that students' mathematical ability in relation to procedural competence is an issue in their study of differential equations, but not as severe an issue as their conceptual understanding. Mathematical competence alone is insufficient if we expect our students to be able to recognize the need for differential equations in a physical context and to be able to set up, solve and interpret the solutions of such equations. We discuss the implications of these results for the next stages of the research project.

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.

Students' Conceptions about Energy and the Human Body

ERIC Educational Resources Information Center

Mann, Michael; Treagust, David F.

2010-01-01

Students' understanding of energy has been primarily within the domain of physics. This study sought to examine students' understanding of concepts relating to energy and the human body using pencil and paper questionnaires administered to 610 students in Years 8-12. From students' responses to the questionnaires, conceptual patterns were…

Quantitative critical thinking: Student activities using Bayesian updating

NASA Astrophysics Data System (ADS)

Warren, Aaron R.

2018-05-01

One of the central roles of physics education is the development of students' ability to evaluate proposed hypotheses and models. This ability is important not just for students' understanding of physics but also to prepare students for future learning beyond physics. In particular, it is often hoped that students will better understand the manner in which physicists leverage the availability of prior knowledge to guide and constrain the construction of new knowledge. Here, we discuss how the use of Bayes' Theorem to update the estimated likelihood of hypotheses and models can help achieve these educational goals through its integration with evaluative activities that use hypothetico-deductive reasoning. Several types of classroom and laboratory activities are presented that engage students in the practice of Bayesian likelihood updating on the basis of either consistency with experimental data or consistency with pre-established principles and models. This approach is sufficiently simple for introductory physics students while offering a robust mechanism to guide relatively sophisticated student reflection concerning models, hypotheses, and problem-solutions. A quasi-experimental study utilizing algebra-based introductory courses is presented to assess the impact of these activities on student epistemological development. The results indicate gains on the Epistemological Beliefs Assessment for Physical Science (EBAPS) at a minimal cost of class-time.

Students' Gender-Related Choices and Achievement in Physics

ERIC Educational Resources Information Center

Jugovic, Ivana

2017-01-01

The goal of the research was to explore the role of motivation, gender roles and stereotypes in the explanation of students' educational outcomes in a stereotypically male educational domain: physics. Eccles and colleagues' expectancy-value model was used as a theoretical framework for the research. The research sample included 736 grammar school…

"Dissection" of a Hair Dryer

ERIC Educational Resources Information Center

Eisenstein, Stan; Simpson, Jeff

2008-01-01

The electrical design of the common hair dryer is based almost entirely on relatively simple principles learned in introductory physics classes. Just as biology students dissect a frog to see the principles of anatomy in action, physics students can "dissect" a hair dryer to see how principles of electricity are used in a real system. They can…

Learning in Physical Education: A Self-Determination Theory Perspective

ERIC Educational Resources Information Center

Sun, Haichun; Li, Weidong; Shen, Bo

2017-01-01

The purpose of this study was to review the literature relevant to learning in physical education (PE) according to the self-determination theory (SDT). In this literature review, we first provide an overview of SDT. Second, we discuss students' SDT-related motivational profiles in PE. Third, we illustrate the relationships among students'…

Effect of Instruction Based on Conceptual Change Activities on Students' Understanding of Static Electricity Concepts

ERIC Educational Resources Information Center

Baser, Mustafa; Geban, Omer

2007-01-01

This study was conducted to investigate the effectiveness of learning activities based on conceptual change conditions and traditionally designed physics instruction on tenth-grade students' understanding of static electricity concepts and their attitudes toward physics as a school subject. Misconceptions related to static electricity concepts…

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…

Physical Disabilities: Education and Related Services, Fall 2001-Spring 2002.

ERIC Educational Resources Information Center

Kulik, Barbara J., Ed.

2001-01-01

These journal articles, which address the education of students with physical disabilities, include the following: (1) an interview with Jim Silcock, a Joan Wald Bacon Award Recipient for 2000; (2) Students with Orthopedic Impairments in the General Education Classroom: A Survey of Teacher Roles and Responsibilities (Alison M. Stafford and…

Teaching Physiology of Exercise to Reluctant Physical Educators

ERIC Educational Resources Information Center

Strawbridge, Marilyn

2012-01-01

Exercise physiology seems to be a course that students love or hate. Many physical education students and others involved in the related areas of health, teaching, recreation, dance, athletic training, fitness, and motor learning and development find this course a requirement at some point in their curriculum. Inquiry-based learning is an…

Physical Activity Breaks and Facilities in US Secondary Schools

ERIC Educational Resources Information Center

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 2008-2009 to 2011-2012. School administrators…

Class-Related Emotions in Secondary Physical Education: A Control-Value Theory Approach

ERIC Educational Resources Information Center

Simonton, Kelly L.; Garn, Alex C.; Solmon, Melinda Ann

2017-01-01

Purpose: Grounded in control-value theory, a model of students' achievement emotions in physical education (PE) was investigated. Methods: A path analysis tested hypotheses that students' (N = 529) perceptions of teacher responsiveness, assertiveness, and clarity predict control and value beliefs which, in turn, predict enjoyment and boredom.…

School and Classroom Goal Structures: Effects on Affective Responses in Physical Education

ERIC Educational Resources Information Center

Barkoukis, Vassilis; Koidou, Eirini; Tsorbatzoudis, Haralambos; Grouios, George

2012-01-01

The current study examined the relative impact of school and classroom goal structures on students' affective responses and the mediating role of motivation. The sample of the study consisted of 368 high school students, who completed measures of school and classroom goal structures, motivational regulations in physical education, boredom, and…

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…

The Effect of Internet Usage on Technology Comprehension of Physics Students: A Case Study

ERIC Educational Resources Information Center

Guzel, Hatice

2011-01-01

Rapid technological enhancements and changes necessitate people who can understand the relation between science and technology and perceive as well as comment on technological enhancements. The aim of the present study was to determine physics students comprehension of the operation principles of wired telephone, mobile phone, and latest medical…

Physics Exams That Promote Collaborative Learning

ERIC Educational Resources Information Center

Wieman, Carl E.; Rieger, Georg W.; Heiner, Cynthia E.

2014-01-01

The two-stage exam is a relatively simple way to introduce collaborative learning and formative assessment into an exam. Their use is rapidly growing in the physics department at the University of British Columbia, as both students and faculty find them rewarding. In a two-stage exam students first complete and turn in the exam individually, and…

General Education Teachers and Students with Physical Disabilities: A Revisit

ERIC Educational Resources Information Center

Singh, Delar K.; Sakofs, Mitchell

2006-01-01

This article reports the findings of a research study that investigated the knowledge base and the perceptions of professional competence of 115 general education teachers as they relate to the inclusion of students with physical disabilities. Members of the sample represented elementary and secondary teachers who were teaching in rural, urban,…

Joint Task Force on Undergraduate Physics Programs: Implications for physics programs and why you should care

NASA Astrophysics Data System (ADS)

Hodapp, Theodore

2016-03-01

The content of undergraduate physics programs has not changed appreciably in 50 years, however, the jobs our students take have changed dramatically. Preparing students for careers they are likely to encounter requires physics programs to rethink and in some cases retool to provide an education that will not only educate an individual in the habits of mind and keen sense of how to solve complex technical problems, but also what related skills they will need to be effective in those careers. Do you teach your student how to read or create a budget? How about dealing with a low-performing member of an R&D team? This talk will explore driving forces behind this report, potential implications for physics departments, and practical steps faculty members can take to continue to consider improvements in experiences for our students. This work is supported in part by the National Science Foundation (NSF-1540570).

Exploratory case study of students' main explanatory approaches to science concepts and their states of mental engagement

NASA Astrophysics Data System (ADS)

Nicdao-Quita, Maria Isabel T.

This study explored students' dominant ways of operating in science; the types of structuring that is evident, not in terms of ideas, but in terms of how the students think about, imagine, and relate to the physical processes. As the study progressed, the investigation of the students' ideas went beyond their prior knowledge; other significant dimensions emerged as these students interacted with the heating process. The students demonstrated rich and dynamic pictures of the heating process, and from these images, a larger picture of the mental entities and processes dominant in their understanding of the physical phenomenon. Four Filipino students studying in the United States were individually observed in their science classes, were visited at home, and were interviewed about water being heated. The analysis of each student's data led to the two constructs, the main explanatory approach and the students' states of mental engagement (SOME), while the student was cognitively and affectively connected with the phenomenon. The features of the main explanatory approach include an explanatory element and an affective element that pervade the students' thinking about the phenomenon. It is common to and dominant in students' thinking across time. It is the approach of the student taken as a holistic organization within the student when he or she starts dealing with the phenomenon. One of the assumptions behind dealing with the main explanatory approach is that it is much more connected with what kind of person the student is and with the state of mental engagement (SOME) the student is in. SOME refers to the personal energy of a student as he or she relates to and becomes involved with the physical process--there is absorption into the object of study. SOME is related to energizing the main explanatory approach. The interconnectedness of these two constructs can be viewed as a different level of abstraction or interpretation of the students' ways of thinking about the physical process. This way of looking at students' understanding and its connection with students' states of mental engagement has opened up an area with many possibilities, one of which is how the affective structures play a significant role in the exploration of science concepts.

Prevalence and Risk of Inappropriate Sexual Behavior of Patients Toward Physical Therapist Clinicians and Students in the United States.

PubMed

Boissonnault, Jill S; Cambier, Ziádee; Hetzel, Scott J; Plack, Margaret M

2017-11-01

For health care providers in the United States, the risk for nonfatal violence in the workplace is 16 times greater than that for other workers. Inappropriate patient sexual behavior (IPSB) is directed at clinicians, staff, or other patients and may include leering, sexual remarks, deliberate touching, indecent exposure, and sexual assault. Inappropriate patient sexual behavior may adversely affect clinicians, the organization, or patients themselves. Few IPSB risk factors for physical therapists have been confirmed. The US prevalence was last assessed in the 1990s. The objectives of this study were to determine career and 12-month exposure to IPSB among US physical therapists, physical therapist assistants, physical therapist students, and physical therapist assistant students and to identify IPSB risk factors. This was a retrospective and observational study. An electronic survey was developed; content validity and test-retest reliability were established. Participants were recruited through physical therapist and physical therapist assistant academic programs and sections of the American Physical Therapy Association. Inappropriate patient sexual behavior risk models were constructed individually for any, mild, moderate, and severe IPSB events reported over the past 12 months. Open-ended comments were analyzed using qualitative methods. Eight hundred ninety-two physical therapist professionals and students completed the survey. The career prevalence among respondents was 84%, and the 12-month prevalence was 47%. Statistical risk modeling for any IPSB over the past 12 months indicated the following risks: having fewer years of direct patient care, routinely working with patients with cognitive impairments, being a female practitioner, and treating male patients. Qualitative analysis of 187 open-ended comments revealed patient-related characteristics, provider-related characteristics, and abusive actions. Self-report, clinician memory, and convenience sampling are limitations of this type of survey research. The extremely high prevalence of IPSB among physical therapist professionals warrants practitioner and student education as well as clear workplace policy and support. © 2017 American Physical Therapy Association

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.

PHYSICS EDUCATION AND THE INTERNET: Graduate education on the Internet

NASA Astrophysics Data System (ADS)

Venables, John A.

1998-05-01

The Internet can be advantageous for specialist graduate and research-based teaching and learning. Positive points include: ( a) faculty members can consult students interactively about the choice of material; ( b) students can access/download notes and interact with faculty members, independent of location and time; ( c) students can access web pages put up by other groups working in related areas, and can incorporate them into course projects; ( d) the fact that specialist courses cannot be given in person each term/semester/year becomes relatively unimportant: they can still be studied at other times; ( e) further material, including working programs/models can be prepared/explored as part of undergraduate projects, and/or in collaboration with other institutions. Experience has been gained delivering graduate courses and individual lectures on surface and thin film physics, and quantum physics, during 1996-8 in an international context, and attending and contributing to related workshops. Points needing further discussion and resolution include: accreditation and costing between institutions, the nature and extent of copyright problems, and most useful forms of student interaction. More details can be found at http://venables.asu.edu/grad/index.html.

A Simple Derivation of Time Dilation and Length Contraction in Special Relativity

ERIC Educational Resources Information Center

Behroozi, Fred

2014-01-01

Undergraduate physics majors typically begin their study of modern physics with special relativity. It is here that physics students first encounter the counterintuitive concepts of time dilation and length contraction. Unfortunately, the derivations of these results are often cloaked in several layers of analysis that render them rather…

Importance of Health-Related Fitness Knowledge to Increasing Physical Activity and Physical Fitness

ERIC Educational Resources Information Center

Ferkel, Rick C.; Judge, Lawrence W.; Stodden, David F.; Griffin, Kent

2014-01-01

Physical inactivity is expanding across all ages in the United States. Research has documented a deficiency in health-related fitness knowledge (HRFK) among elementary- through college-aged students. The need for a credible and reliable resource that provides research-based information regarding the importance of HRFK is significant. The purpose…

Two Sides of the Same Coin? The Relations between Prosocial and Physically Aggressive Behaviors

ERIC Educational Resources Information Center

McGinley, Meredith; Carlo, Gustavo

2007-01-01

The direct and indirect relations between six types of prosocial behavior and physical aggression were examined. Data were gathered from 252 college students (M age = 21.67 years; 184 women) who completed measures of sympathy, prosocial behavior, and physical aggression. Structural equation modeling revealed that sympathy fully mediated the…

Gender differences in health habits and in motivation for a healthy lifestyle among Swedish university students.

PubMed

von Bothmer, Margareta I K; Fridlund, Bengt

2005-06-01

The aim of the present study was to investigate gender differences in students' health habits and motivation for a healthy lifestyle. The sample of students comprised a probability systematic stratified sample from each department at a small university in the south-west of Sweden (n = 479). A questionnaire created for this study was used for data collection. Self-rated health was measured by number of health complaints, where good health was defined as having less than three health complaints during the last month. A healthy lifestyle index was computed on habits related to smoking, alcohol consumption, food habits, physical activity and stress. Female students had healthier habits related to alcohol consumption and nutrition but were more stressed. Male students showed a high level of overweight and obesity and were less interested in nutrition advice and health enhancing activities. The gender differences are discussed in relation to the impact of stress on female students' health, and the risk for male students in having unhealthy nutritional habits in combination with being physically inactive and drinking too much alcohol.

[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.

Does Everyone's Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents' Achievement Motivation Trajectories in Physics and Chemistry.

PubMed

Wang, Ming-Te; Chow, Angela; Degol, Jessica Lauren; Eccles, Jacquelynne Sue

2017-08-01

Students' motivational beliefs about learning physical science are critical for achieving positive educational outcomes. In this study, we incorporated expectancy-value theory to capture the heterogeneity of adolescents' motivational trajectories in physics and chemistry from seventh to twelfth grade and linked these trajectories to science-related outcomes. We used a cross-sequential design based on three different cohorts of adolescents (N = 699; 51.5 % female; 95 % European American; M ages for youngest, middle, and oldest cohorts at the first wave = 13.2, 14.1, and 15.3 years) coming from ten public secondary schools. Although many studies claim that physical science motivation declines on average over time, we identified seven differential motivational trajectories of ability self-concept and task values, and found associations of these trajectories with science achievement, advanced science course taking, and science career aspirations. Adolescents' ability self-concept and task values in physics and chemistry were also positively related and interlinked over time. Examining how students' motivational beliefs about physical science develop in secondary school offers insight into the capacity of different groups of students to successfully adapt to their changing educational environments.

[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.

The environment for women in physics in Ireland

NASA Astrophysics Data System (ADS)

McLoughlin, Eilish; Fee, Sandra; McCabe, Eithne

2015-12-01

Physics is contributing strongly to the national Irish economy, with 4.5% of the Irish workforce employed in physics-based or other science, technology, engineering, and math (STEM) sectors. However, a recent national report reveals that the proportion of women working in jobs that utilize STEM skills is less than 25% of the workforce. We present data collected from the views of 1,000 female secondary school students, young women (age 18-23), secondary-school teachers and parents on what influences secondary school students' choices of subjects and in particular STEM-related subjects. In addition, benchmarking data on female student and staff ratios for the past five years is presented from all seven Irish university physics departments.

Feminist Physics Education: Deconstructed Physics and Students' Multiple Subjectivities

NASA Astrophysics Data System (ADS)

Jammula, Diane Crenshaw

Physics is one of the least diverse sciences; in the U.S. in 2010, only 21% of bachelors degrees in physics were awarded to women, 2.5% to African Americans, and 4% to Hispanic Americans (AIP, 2012). Though physics education reform efforts supporting interactive engagement have doubled students' learning gains (Hake, 1998), gender and race gaps persist (Brewe et al., 2010; Kost, Pollock, & Finkelstein, 2009). When students' subjectivities align with presentations of physics, they are more likely to develop positive physics identities (Hughes, 2001). However, both traditional and reformed physics classrooms may present physics singularly as abstract, elite, and rational (Carlone, 2004). Drawing from feminist science, I argue that binaries including abstract / concrete, elite / accessible, and rational / emotional are hierarchal and gendered, raced and classed. The words on the left define conventional physics and are associated with middle class white masculinity, while the words on the right are associated with femininity or other, and are often missing or delegitimized in physics education, as are females and minorities. To conceptualize a feminist physics education, I deconstructed these binaries by including the words on the right as part of doing physics. I do not imply that women and men think differently, but that broadening notions of physics may allow a wider range of students to connect with the discipline. I used this conceptual framework to modify a popular reformed physics curriculum called Modeling Instruction (Hestenes, 1987). I taught this curriculum at an urban public college in an introductory physics course for non-science majors. Twenty-three students of diverse gender, race, ethnic, immigrant and class backgrounds enrolled. I conducted an ethnography of the classroom to learn how students negotiate their subjectivities to affiliate with or alienate from their perceptions of physics, and to understand how classroom experiences exacerbate or ameliorate differences in achievement, participation and feelings towards physics. Findings show how students (dis)connect with physics in both stereotypical and atypical ways; for example, one student drew from a classed identity to reject physics (e.g. "working was always in my DNA, but school is never really for me") and another student related his classed and gendered work as a mechanic to learn physics. Traditional aspects of the physics curriculum privileged discourse, performances, and epistemology associated with middle class white masculinity. The statement "I might nit pick it because I did it my way" is characteristic of competitive, assertive, self-interested discourse during problem presentations, taken up by male and female students. However, students engaged in other ways of doing physics that were personal, emotional, caring, inclusive and collaborative. A male student wrote, "Everyone is engaging and I feel that this class is like a family." Some students developed positive physics identities as they redefined physics: "When I experience physics on my own in anytime in a day or week, I feel like a physics person." Implications include interrogating beliefs about physics and students, and examining one's own practices such that the "smog of bias" (Kost-Smith, Pollock, & Finkelstein, 2010) may be demystified.

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.

Investigating and accounting for physics graduate students' tutorial classroom practice

NASA Astrophysics Data System (ADS)

Goertzen, Renee Michelle

Physics Education researchers have been working to understanding how students learn physics, which has led to the creation of a body of research-based curricula. It is equally important to study novice instructors, graduate teaching assistants (TAs), who often teach these students. The study of TAs has similarities to how students have been studied: it is important to identify what preconceptions they often enter the classroom with, what resources they may have that they could apply to their physics teaching, and how both the classroom environment and past experiences affect what they are doing in the classroom. Although TAs are responsible for a significant portion of students' instruction at many universities, science TAs and their teaching have not been the focus of any significant amount of study. This dissertation begins to fill this gap by examining physics graduate students who teach discussion sections for introductory courses using tutorials, which are guided worksheets completed by groups of students. While assisting students with their conceptual understanding of physics, TAs are also expected to convey classroom norms of constructing arguments and listening and responding to the reasoning of others. Physics graduate students enter into the role of tutorial TA having relative content expertise but minimal or no pedagogical expertise. This analysis contends that considering the broader influences on TAs can account for TA behavior. Observations from two institutions (University of Colorado, Boulder and University of Maryland, College Park) show that TAs have different valuations (or buy-in) of the tutorials they teach, which have specific, identifiable consequences in the classroom. These differences can be explained by differences in the TAs' different teaching environments. Next, I examine cases of a behavior shared by three TAs, in which they focus on relatively superficial indicators of knowledge. Because the beliefs that underlie their teaching decisions vary, I argue that understanding and addressing the TAs individual beliefs will lead to more effective professional development. Lastly, this analysis advocates a new perspective on TA professional development: one in which TAs' ideas about teaching are taken to be interesting, plausible, and potentially productive.

A Public Relations Dynamo. Profiles/Reid Wilcox.

ERIC Educational Resources Information Center

Pangrazi, Robert P.

1982-01-01

An elementary school physical education teacher's approach to public relations with parents and with the school community is outlined. Public relations efforts include: (1) the ability and desire to communicate; (2) organization of special demonstrations where students can display their skills; and (3) a physical fitness program for children. (PP)

SU-E-E-06: Teaching Medical Physics in a Radiology Museum

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

Bednarek, D; Rudin, S

Purpose: To enhance the learning process in the teaching of medical physics by providing a venue to experience the historical equipment and devices of radiology. Methods: We have created a museum by assembling a large collection of equipment and artifacts related to radiology and medical physics. As part of a learning-in-context educational approach, classes for a survey course in medical physics are held in the museum so that students are able to visually and tangibly experience the implements of radiology, while related topics are discussed. The students learn how x-ray equipment and techniques evolved throughout the years and they learnmore » to appreciate the differences and similarities between current x-ray technology and that of the early days. The collection contains items dating from the era of the discovery of x-rays up to recent times and includes gas x-ray tubes, hand-held fluoroscopes, generators, spark-gap kV meters, stereoscopes, glass-plate radiographs, a photofluorographic unit, wood-interspaced grid, flat-panel detector, linear-accelerator klystron, and brachytherapy radium applicators, as well as an extensive library containing some of the seminal literature of the field so that students can delve deeper into the technology. In addition to the classes, guided tours are provided for radiologic-technology, bioengineering, physics and medical students, as well as group and individual tours for the general public. Results: Student course assessments have consistently included positive expressions of their experience in the museum. Numerous students have volunteered to assist with display preparation and have learned by researching the content. Many individuals have been attracted on a walk-in basis and have expressed a deep curiosity in the technology, with positive feedback. Conclusion: The museum and its artifacts have been invaluable in stimulating interest in the history and technology of medical physics. Students and visitors alike obtain a deeper appreciation of the contribution physics has made to medicine.« less

Unpacking Gender Differences in Students' Perceived Experiences in Introductory Physics

NASA Astrophysics Data System (ADS)

Kost, Lauren E.; Pollock, Steven J.; Finkelstein, Noah D.

2009-11-01

Prior research has shown, at our institution: 1) males outperform females on conceptual assessments (a gender gap), 2) the gender gap persists despite the use of research-based reforms, and 3) the gender gap is correlated with students' physics and mathematics background and prior attitudes and beliefs [Kost, et al. PRST-PER, 5, 010101]. Our follow-up work begins to explore how males and females experience the introductory course differently and how these differences relate to the gender gap. We gave a survey to students in the introductory course in which we investigated students' physics identity and self-efficacy. We find there are significant gender differences in each of these three areas, and further find that these measures are weakly correlated with student conceptual performance, and moderately correlated with course grade.

Teaching and Learning Physics in a 1:1 Laptop School

NASA Astrophysics Data System (ADS)

Zucker, Andrew A.; Hug, Sarah T.

2008-12-01

1:1 laptop programs, in which every student is provided with a personal computer to use during the school year, permit increased and routine use of powerful, user-friendly computer-based tools. Growing numbers of 1:1 programs are reshaping the roles of teachers and learners in science classrooms. At the Denver School of Science and Technology, a public charter high school where a large percentage of students come from low-income families, 1:1 laptops are used often by teachers and students. This article describes the school's use of laptops, the Internet, and related digital tools, especially for teaching and learning physics. The data are from teacher and student surveys, interviews, classroom observations, and document analyses. Physics students and teachers use an interactive digital textbook; Internet-based simulations (some developed by a Nobel Prize winner); word processors; digital drop boxes; email; formative electronic assessments; computer-based and stand-alone graphing calculators; probes and associated software; and digital video cameras to explore hypotheses, collaborate, engage in scientific inquiry, and to identify strengths and weaknesses of students' understanding of physics. Technology provides students at DSST with high-quality tools to explore scientific concepts and the experiences of teachers and students illustrate effective uses of digital technology for high school physics.

A comparative study of the course-related family and financial problems of mature nursing students in Scotland and Australia.

PubMed

Cuthbertson, Philip; Lauder, William; Steele, Rebekah; Cleary, Sonja; Bradshaw, Julie

2004-07-01

This study reports a comparative survey of mature students undertaking pre-registration undergraduate nursing education in Australia and Scotland. The study aimed to explore comparisons between the course-related and course-related financial difficulties faced by mature students in two very different educational and funding systems. Financial stress is a predictor of both physical and mental health problems. A similar pattern of course-related problems were reported by both Australian and Scottish students with the exception that Scottish students experienced more problems with childcare and caring for elderly relatives. Course-related problems may be inherent in the nature of undergraduate nursing education although the relatively time-intensive nature of Scottish curricula may explain the childcare and elderly relatives difference. Scottish students reported higher overall financial-related problems but Australian students reported more problems with funding placements. These findings have implications for both curriculum designers and policy makers.

Perceived problem solving, stress, and health among college students.

PubMed

Largo-Wight, Erin; Peterson, P Michael; Chen, W William

2005-01-01

To study the relationships among perceived problem solving, stress, and physical health. The Perceived Stress Questionnaire (PSQ), Personal Problem solving Inventory (PSI), and a stress-related physical health symptoms checklist were used to measure perceived stress, problem solving, and health among undergraduate college students (N = 232). Perceived problem-solving ability predicted self-reported physical health symptoms (R2 = .12; P < .001) and perceived stress (R2 = .19; P < .001). Perceived problem solving was a stronger predictor of physical health and perceived stress than were physical activity, alcohol consumption, or social support. Implications for college health promotion are discussed.

Situational Analysis of Physical Therapist Clinical Instructors' Facilitation of Students' Emerging Embodiment of Movement in Practice.

PubMed

Covington, Kyle; Barcinas, Susan J

2017-06-01

Physical therapists improve the functional ability of patients after injury and disease. A unique component of their practice is the ability to use the movement of their own bodies to effect change in their patients. This ability has been recognized as a distinctive attribute of expert physical therapists. The purpose of this qualitative situational analysis study was to examine how physical therapist clinical instructors perceive and facilitate their students' emerging integration of movement in practice. Data collection and analysis were guided by a theoretical framework for understanding "professional ways of being." Data were analyzed using coding and mapping strategies consistent with situational analysis techniques. The study included 5 physical therapist clinical instructors and their respective 5 physical therapist students. Data were collected during beginning, midterm, and final weeks of the students' clinical internships using participant interviews, observation, and document analysis. Coded data were summarized using situational analysis mapping strategies, resulting in 11 maps. These maps were further analyzed and reduced to 5 thematic behaviors enacted by a clinical instructor as he or she helps facilitate students' use of movement in practice. These behaviors are adapt, prepare, enhance, connect , and develop . The limited number of participants and the relative homogeneity of the student sample may have limited the diversity of data collected. The 5 behaviors are useful when considered as a trajectory of development. To our knowledge, this study marks the first description of how physical therapist clinical instructors develop students' use of movement in practice and how to enact behaviors important in students' continued professional development. The findings are important for clinical instructors and academic programs considering how best to prepare students to use movement and develop their skills early in practice. © 2017 American Physical Therapy Association

The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students' physical education motivation.

PubMed

Cox, Anne; Williams, Lavon

2008-04-01

Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education.

Gender Gaps and Gendered Action in a First-Year Physics Laboratory

ERIC Educational Resources Information Center

Day, James; Stang, Jared B.; Holmes, N. G.; Kumar, Dhaneesh; Bonn, D. A.

2016-01-01

It is established that male students outperform female students on almost all commonly used physics concept inventories. However, there is significant variation in the factors that contribute to the gap, as well as the direction in which they influence it. It is presently unknown if such a gender gap exists on the relatively new Concise Data…

Application of Science Aesthetics in the Teaching of Electrodynamics

ERIC Educational Resources Information Center

Li, Haiyan

2010-01-01

As the important part of the theoretical physics, the electrodynamics is a theoretical basic course of the physics and relative subjects. To adapt the demands for cultivating the target of highly-quality talents in the 21st century, the aesthetic principle can be used in the teaching to stimulate students' learning desire and cultivate students'…

Patterns of Response Times and Response Choices to Science Questions: The Influence of Relative Processing Time

ERIC Educational Resources Information Center

Heckler, Andrew F.; Scaife, Thomas M.

2015-01-01

We report on five experiments investigating response choices and response times to simple science questions that evoke student "misconceptions," and we construct a simple model to explain the patterns of response choices. Physics students were asked to compare a physical quantity represented by the slope, such as speed, on simple physics…

Students' Conceptual Change in Electricity and Magnetism Using Simulations: A Comparison of Cognitive Perturbation and Cognitive Conflict

ERIC Educational Resources Information Center

Dega, Bekele Gashe; Kriek, Jeanne; Mogese, Temesgen Fereja

2013-01-01

The purpose of this study was to investigate Ethiopian physics undergraduate students' conceptual change in the concepts of electric potential and energy (EPE) and electromagnetic induction (EMI). A quasi-experimental design was used to study the effect of cognitive perturbation using physics interactive simulations (CPS) in relation to cognitive…

Making Sense of Confusion: Relating Performance, Confidence, and Self-Efficacy to Expressions of Confusion in an Introductory Physics Class

ERIC Educational Resources Information Center

Dowd, Jason E.; Araujo, Ives; Mazur, Eric

2015-01-01

Although confusion is generally perceived to be negative, educators dating as far back as Socrates, who asked students to question assumptions and wrestle with ideas, have challenged this notion. Can confusion be productive? How should instructors interpret student expressions of confusion? During two semesters of introductory physics that…

Teacher-Student Interactions: Four Case Studies of Gender in Physical Education

ERIC Educational Resources Information Center

Davis, Kathryn; Nicaise, Virginia

2011-01-01

The aim of this study was to better understand gender interactions between teachers and students in high school physical education. Gender interactions were explored in relation to the theory of reflective practice. Interview data were examined as four case studies using individual and cross-case inductive analysis. Two common themes emerged: (a)…

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…

Rainsticks: Integrating Culture, Folklore, and the Physics of Sound

ERIC Educational Resources Information Center

Moseley, Christine; Fies, Carmen

2007-01-01

The purpose of this activity is for students to build a rainstick out of materials in their own environment and imitate the sound of rain while investigating the physical principles of sound. Students will be able to relate the sound produced by an instrument to the type and quantity of materials used in its construction.

From Fragmented Knowledge to a Knowledge Structure: Linking the Domains of Mechanics and Electromagnetism.

ERIC Educational Resources Information Center

Bagno, Esther; Eylon, Bat-Sheva; Ganiel, Uri

2000-01-01

Describes the MAOF physics education program which is designed to relate large parts of mechanics and electromagnetism to each other via the key concepts of field and potential, while at the same time treat students' conceptual difficulties. Finds that students who studied with the MAOF program significantly improved their physics knowledge…

Quantum Mechanics for Everyone: Can it be done with Technology?

NASA Astrophysics Data System (ADS)

Zollman, Dean

2004-10-01

The Visual Quantum Mechanics project has created a series of teaching/learning units to introduce quantum physics to a variety of audiences ranging from high school students who normally would not study these topics to undergraduate physics majors. Most recently we have been developing materials relating modern medical procedures and contemporary physics. In all of these materials interactive computer visualizations are coupled with hands-on experiences to create a series of activities which help students learn about some aspects of quantum mechanics. Our goal is to enable students to obtain a qualitative and, where appropriate, a quantitative understanding of contemporary ideas in physics. Included in the instructional materials are student-centered activities that address a variety of concepts in quantum physics and applications to devices such as the light emitting diode, the electron microscope, an inexpensive infrared detection card, and the Star Trek Transporter. Whenever possible the students begin the study of a new concept with an experiment using inexpensive equipment. They, then, build models of the physical phenomenon using interactive computer visualization and conclude by applying those models to new situations. For physics students these visualizations are usually followed by a mathematical approach. For others the visualizations provide a framework for understanding the concepts. Thus, Visual Quantum Mechanics allows a wide range of students to begin to understand the basic concepts, implications and interpretations of quantum physics. At present we are building on this foundation to create materials which show the connection between contemporary physics and modern medical diagnosis. Additional information is available at http://web.phys.ksu.edu/.

Consideration of learning orientations as an application of achievement goals in evaluating life science majors in introductory physics

NASA Astrophysics Data System (ADS)

Mason, Andrew J.; Bertram, Charles A.

2018-06-01

When considering performing an Introductory Physics for Life Sciences course transformation for one's own institution, life science majors' achievement goals are a necessary consideration to ensure the pedagogical transformation will be effective. However, achievement goals are rarely an explicit consideration in physics education research topics such as metacognition. We investigate a sample population of 218 students in a first-semester introductory algebra-based physics course, drawn from 14 laboratory sections within six semesters of course sections, to determine the influence of achievement goals on life science majors' attitudes towards physics. Learning orientations that, respectively, pertain to mastery goals and performance goals, in addition to a learning orientation that does not report a performance goal, were recorded from students in the specific context of learning a problem-solving framework during an in-class exercise. Students' learning orientations, defined within the context of students' self-reported statements in the specific context of a problem-solving-related research-based course implementation, are compared to pre-post results on physics problem-solving items in a well-established attitudinal survey instrument, in order to establish the categories' validity. In addition, mastery-related and performance-related orientations appear to extend to overall pre-post attitudinal shifts, but not to force and motion concepts or to overall course grade, within the scope of an introductory physics course. There also appears to be differentiation regarding overall course performance within health science majors, but not within biology majors, in terms of learning orientations; however, health science majors generally appear to fare less well on all measurements in the study than do biology majors, regardless of learning orientations.

Reasoning with alternative explanations in physics: The cognitive accessibility rule

NASA Astrophysics Data System (ADS)

Heckler, Andrew F.; Bogdan, Abigail M.

2018-06-01

A critical component of scientific reasoning is the consideration of alternative explanations. Recognizing that decades of cognitive psychology research have demonstrated that relative cognitive accessibility, or "what comes to mind," strongly affects how people reason in a given context, we articulate a simple "cognitive accessibility rule", namely that alternative explanations are considered less frequently when an explanation with relatively high accessibility is offered first. In a series of four experiments, we test the cognitive accessibility rule in the context of consideration of alternative explanations for six physical scenarios commonly found in introductory physics curricula. First, we administer free recall and recognition tasks to operationally establish and distinguish between the relative accessibility and availability of common explanations for the physical scenarios. Then, we offer either high or low accessibility explanations for the physical scenarios and determine the extent to which students consider alternatives to the given explanations. We find two main results consistent across algebra- and calculus-based university level introductory physics students for multiple answer formats. First, we find evidence that, at least for some contexts, most explanatory factors are cognitively available to students but not cognitively accessible. Second, we empirically verify the cognitive accessibility rule and demonstrate that the rule is strongly predictive, accounting for up to 70% of the variance of the average student consideration of alternative explanations across scenarios. Overall, we find that cognitive accessibility can help to explain biases in the consideration of alternatives in reasoning about simple physical scenarios, and these findings lend support to the growing number of science education studies demonstrating that tasks relevant to science education curricula often involve rapid, automatic, and potentially predictable processes and outcomes.

Examination of Loneliness and Peer Relations of Physical Education Teacher Candidates

ERIC Educational Resources Information Center

Gencay, Selçuk

2017-01-01

The behavior of the physical education teacher in the classroom or in the gym also affects the students' achievement and personality development. It is important to examine different aspects of loneliness and peer relations, which are thought to be one of the indicators of the level of sociability, in the profession of physical education teacher.…

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.

Determining Need for School-Based Physical Therapy Under IDEA: Commonalities Across Practice Guidelines.

PubMed

Vialu, Carlo; Doyle, Maura

2017-10-01

The Individuals with Disabilities Education Act (IDEA) includes physical therapy (PT) as a related service that may be provided to help students with disabilities benefit from their education. However, the IDEA does not provide specific guidance for the provision of school-based PT, resulting in variations in practice across the United States. The authors examined 22 state and local education agency guidelines available online to find commonalities related to the determination of a student's need for PT. Seven commonalities found: educational benefit, team decision, need for PT expertise, establishment of Individualized Education Program (IEP) goal before determining need for PT, distinction between medical and educational PT, the student's disability adversely affects education, and the student's potential for improvement. These commonalities are discussed in relation to current PT and special education literature. This article suggests applying these commonalities as procedural requirements and questions for discussion during an IEP team meeting.

Peer group self-identification as a predictor of relational and physical aggression among high school students.

PubMed

Pokhrel, Pallav; Sussman, Steven; Black, David; Sun, Ping

2010-05-01

Adolescent peer group self-identification refers to adolescents' affiliation with reputation-based peer groups such as "Goths" or "Jocks." These groups tend to vary on normative characteristics, including the group members' attitudes and behaviors. This article examined whether adolescents' baseline peer group self-identification predicted their self-reported relational and physical aggression 1 year later. Self-report data were collected from 1614 students from 9 regular and 9 continuation (alternative) high schools in Southern California, at baseline and 1-year follow-up. Subjects' mean baseline age was 15.21 years (SD = 1.18) and 51.6% of the subjects were female. Findings indicated that compared with self-identified "Regular" or "Normal" students, adolescents who identified with high-risk peer groups (eg, "Druggies,"Goths") tended to report higher relational and physical aggression 1 year later, controlling for baseline aggression and demographic variables. In addition, adolescents' self-identification with high-status peer groups (eg, "Jocks,"Populars") was predictive of higher relational aggression 1 year later. Gender and school type (ie, regular vs continuation) were not found to moderate these effects. It appears that peer group self-identification is a salient predictor of physical and relational aggression across gender and school type. Adolescents who identify with high-risk peer groups tend to report higher levels of physical as well as relational aggression in the future. In addition, adolescents who affiliate with elite groups tend to become more relationally aggressive over time. School-based prevention programs targeting aggression may benefit from addressing the impacts of peer group self-identification on adolescents' aggressive behavior.

An Analysis of Research on Student Health-Related Fitness Knowledge in K-16 Physical Education Programs

ERIC Educational Resources Information Center

Keating, Xiaofen Deng; Harrison, Louis; Chen, Li; Xiang, Ping; Lambdin, Dolly D.; Dauenhauer, Brian; Rotich, Willy; Pinero, Jose Castro

2009-01-01

Although substantial inquiry has been made into fitness levels of students, there has been scant examination of knowledge in this domain. This article seeks to review and analyze research on student health-related fitness (HRF) knowledge mastery in K-16 programs by examining studies published in the literature. Two major results emerging from the…

An Assessment of 4th-, 8th-, and 11th-Grade Students' Environmental Science Knowledge Related to Oregon's Marine Resources.

ERIC Educational Resources Information Center

Brody, Michael J.

1996-01-01

Assesses the understanding that a sample of Oregon public school students (n=159) had of geology, physical and chemical characteristics, ecology, and natural resources as related to a marine environment. Results indicate that student understanding in some areas does not progress beyond the early grades and that the interdisciplinary approach of…

Secondary Students' Understanding of Basic Ideas of Special Relativity

ERIC Educational Resources Information Center

Dimitriadi, Kyriaki; Halkia, Krystallia

2012-01-01

A major topic that has marked "modern physics" is the theory of special relativity (TSR). The present work focuses on the possibility of teaching the basic ideas of the TSR to students at the upper secondary level in such a way that they are able to understand and learn the ideas. Its aim is to investigate students' learning processes towards the…

Surveying Turkish high school and university students' attitudes and approaches to physics problem solving

NASA Astrophysics Data System (ADS)

Balta, Nuri; Mason, Andrew J.; Singh, Chandralekha

2016-06-01

Students' attitudes and approaches to physics problem solving can impact how well they learn physics and how successful they are in solving physics problems. Prior research in the U.S. using a validated Attitude and Approaches to Problem Solving (AAPS) survey suggests that there are major differences between students in introductory physics and astronomy courses and physics experts in terms of their attitudes and approaches to physics problem solving. Here we discuss the validation, administration, and analysis of data for the Turkish version of the AAPS survey for high school and university students in Turkey. After the validation and administration of the Turkish version of the survey, the analysis of the data was conducted by grouping the data by grade level, school type, and gender. While there are no statistically significant differences between the averages of various groups on the survey, overall, the university students in Turkey were more expertlike than vocational high school students. On an item by item basis, there are statistically differences between the averages of the groups on many items. For example, on average, the university students demonstrated less expertlike attitudes about the role of equations and formulas in problem solving, in solving difficult problems, and in knowing when the solution is not correct, whereas they displayed more expertlike attitudes and approaches on items related to metacognition in physics problem solving. A principal component analysis on the data yields item clusters into which the student responses on various survey items can be grouped. A comparison of the responses of the Turkish and American university students enrolled in algebra-based introductory physics courses shows that on more than half of the items, the responses of these two groups were statistically significantly different, with the U.S. students on average responding to the items in a more expertlike manner.

Special Relativity in Week One: 1) The Principle of Relativity

ERIC Educational Resources Information Center

Huggins, Elisha

2011-01-01

We like to begin an introductory physics course with a law of physics that applies to everything, has no known exceptions, and whose consequences are already familiar to students. That law is the principle of relativity. By focusing on the principle of relativity itself, and a careful selection of the thought experiments, we can comfortably…

Effects of menstruation and contraceptive pill on the performance of physical education students.

PubMed Central

Bale, P.; Davies, J.

1983-01-01

Of the 109 specialist female physical education students who answered a detailed questionnaire on menstruation and the contraceptive pill in relation to exercise, 91 (83.5%) reported that they suffered menstrual problems. These included stomach ache, depression, abdominal cramps and backache. Over two-thirds of the students considered that these problems adversely influenced their physical performance. However, whether they had a mainly physiological or psychological effect is not clear. Many of the students with menstrual problems thought that exercise had a beneficial effect and helped alleviate their discomfort. A small number of students reported problems such as amenorrhoea and reduced menses possibly due to excessive training. Just under half the students in the investigation took the contraceptive pill, and though as many students taking the pill complained of menstrual problems as those not taking it, they reported less problems and to a lesser degree. Most students claimed that taking the contraceptive pill had no effect upon their performance. Images p46-a p46-b PMID:6850205

Relation of body mass index and body fat mass for Spanish university students, taking into account leisure-time physical activity.

PubMed

Molina-García, Javier; Castillo, Isabel; Pablos, Carlos; Queralt, Ana

2009-04-01

The objective of this cross-sectional study was to analyze the relation of Body Mass Index with body fat mass while taking into account the amount of leisure-time physical activity for 299 male university students. Body fat mass was measured by bioelectrical impedance analysis. An estimation of energy expenditure in leisure-time physical activity in metabolic equivalents (METs) was obtained so participants were divided into six activity groups by percentile: no physical activity by the first group and participants physically active were divided into five groups by percentiles: < 25%, 26-50%, 51-75%, 76-90%, and 91-100%. Correlations of Body Mass Index with body fat mass were strong in different groups-values ranged from .76 to .85, except for the > 90% group.

Associations of Teen Dating Violence Victimization With School Violence and Bullying Among US High School Students.

PubMed

Vivolo-Kantor, Alana M; Olsen, Emily O'Malley; Bacon, Sarah

2016-08-01

Teen dating violence (TDV) negatively impacts health, mental and physical well-being, and school performance. Data from a nationally representative sample of high school students participating in the Centers for Disease Control and Prevention (CDC)'s 2013 Youth Risk Behavior Survey (YRBS) are used to demonstrate associations of physical and sexual TDV with school violence-related experiences and behaviors, including bullying victimization. Bivariate and adjusted sex-stratified regressions assessed relationships between TDV and school violence-related experiences and behaviors. Compared to students not reporting TDV, those experiencing both physical and sexual TDV were more likely to report carrying a weapon at school, missing school because they felt unsafe, being threatened or injured with a weapon on school property, having a physical fight at school, and being bullied on school property. School-based prevention efforts should target multiple forms of violence. Published 2016. This article is a U.S. Government work and is in the public domain in the USA.

High School Students' Understanding of Projectile Motion Concepts

ERIC Educational Resources Information Center

Dilber, Refik; Karaman, Ibrahim; Duzgun, Bahattin

2009-01-01

The aim of this study was to investigate the effectiveness of conceptual change-based instruction and traditionally designed physics instruction on students' understanding of projectile motion concepts. Misconceptions related to projectile motion concepts were determined by related literature on this subject. Accordingly, the Projectile Motion…

Teach the Related Sciences for Graphic Arts

ERIC Educational Resources Information Center

Voss, Lawrence

1974-01-01

At Ferris State College, the chemistry and physics related to the particular skill area of the technically-oriented student are taught. The assumption is that a student will better understand the elements of his trade if his experience is broadened through relevant science information. (KP)

Learning Complex Scientific Information: Motivation Theory and Its Relation to Student Perceptions.

ERIC Educational Resources Information Center

Hynd, Cynthia; Holschuh, Jodi; Nist, Sherrie

2000-01-01

Examines motivation in high school students' conceptual change about physics principles, and college students' motivation for biology learning. Finds grades and interest were important, but students did not report the importance of social support. Suggests similar motivations are important in both conceptual change and assimilation and help…

Making sense of confusion: Relating performance, confidence, and self-efficacy to expressions of confusion in an introductory physics class

NASA Astrophysics Data System (ADS)

Dowd, Jason E.; Araujo, Ives; Mazur, Eric

2015-06-01

Although confusion is generally perceived to be negative, educators dating as far back as Socrates, who asked students to question assumptions and wrestle with ideas, have challenged this notion. Can confusion be productive? How should instructors interpret student expressions of confusion? During two semesters of introductory physics that involved Just-in-Time Teaching (JiTT) and research-based reading materials, we evaluated performance on reading assignments while simultaneously measuring students' self-assessment of their confusion over the preclass reading material (N =137 ; Nfall=106 , Nspring=88 ). We examined the relationship between confusion and correctness, confidence in reasoning, and (in the spring) precourse self-efficacy. We find that student expressions of confusion before coming to class are negatively related to correctness on preclass content-related questions, confidence in reasoning on those questions, and self-efficacy, but weakly positively related to final grade when controlling for these factors (β =0.23 , p =0.03 ).

Perceptions and Practices Related to Obesity in Adolescent Students and Their Programmatic Implications: Qualitative Evidence from Ho Chi Minh City, Vietnam.

PubMed

Nguyen, Ngoc-Minh; Dibley, Michael J; Tang, Hong K; Alam, Ashraful

2017-12-01

Background Prevalence of obesity in children in Ho Chi Minh City is rising in the last 10 years. We conducted a formative study to explore the perceptions and practices related to obesity, diet and physical activity among the students in two junior high schools in two suburbs in Ho Chi Minh City to aid in the design of an intervention in preventing obesity among adolescent school children. Method We conducted in-depth interviews with twenty participants including students, their parents, physical education teachers and a representative of the Department of Education. Manually coded and organized data were analysed applying a thematic analysis approach to divulge trends, diversities and similarities among the emerging themes. Results The study revealed diversified perceptions of obesity, diet and physical activity and their relationship with adolescent obesity. The findings indicated low practice of physical activity among almost all students who participated in the study. The major barriers to obesity prevention included knowledge gaps, food environment in the school, devaluation of physical activity and academic burden. Conclusion The findings provide contextual insights to design a culturally appropriate and feasible intervention to tackle child and adolescent obesity by harnessing the perspectives of the target populations.

Developing and assessing curriculum on the physics of medical instruments.

PubMed

Christensen, Warren; Johnson, James K; Van Ness, Grace R; Mylott, Elliot; Dunlap, Justin C; Anderson, Elizabeth A; Widenhorn, Ralf

2013-06-01

Undergraduate educational settings often struggle to provide students with authentic biologically or medically relevant situations and problems that simultaneously improve their understanding of physics. Through exercises and laboratory activities developed in an elective Physics in Biomedicine course for upper-level biology or pre-health majors at Portland State University, we aim to teach fundamental physical concepts, such as light absorption and emission and atomic energy levels, through analysis of biological systems and medical devices. The activities address the properties of electromagnetic waves as they relate to the interaction with biological tissue and make links between physics and biomedical applications such as microscopy or laser eye surgery. We report on the effect that engaging students in tasks with actual medical equipment has had on their conceptual understanding of light and spectroscopy. These initial assessments indicate that students' understanding improves in some areas as a result of taking the course, but gains are not uniform and are relatively low for other topics. We also find a promising "nonshift" in student attitudes toward learning science as a result of taking the course. A long-term goal of this work is to develop these materials to the extent that they can eventually be imported into an introductory curriculum for life sciences majors.

Sleep and Final Exam Performance in Introductory Physics

NASA Astrophysics Data System (ADS)

Coletta, Vincent; Wikholm, Colin; Pascoe, Daniel

2018-03-01

Most physics instructors believe that adequate sleep is important in order for students to perform well on problem solving, and many instructors advise students to get plenty of sleep the night before an exam. After years of giving such advice to students at Loyola Marymount University (LMU), one of us decided to find out how many hours students actually do sleep the night before an exam, and how that would relate to their performance. The effect of inadequate sleep on exam performance was explored in a second-semester introductory physics course. At the end of the final exam, students reported the number of hours they slept the night before. Sleep deprivation corresponded to lower final exam scores. The main purpose of this study is to provide evidence that instructors can provide to their students to convince them that their time is better spent sleeping rather than studying all night before an exam.

Qualitative investigation of students' views about experimental physics

NASA Astrophysics Data System (ADS)

Hu, Dehui; Zwickl, Benjamin M.; Wilcox, Bethany R.; Lewandowski, H. J.

2017-12-01

This study examines students' reasoning surrounding seemingly contradictory Likert-scale responses within five items in the Colorado Learning Attitudes About Science Survey for Experimental Physics (E-CLASS). We administered the E-CLASS with embedded open-ended prompts, which asked students to provide explanations after making a Likert-scale selection. The quantitative scores on those items showed that our sample of the 216 students enrolled in first year and beyond first year physics courses demonstrated the same trends as previous national data. A qualitative analysis of students' open-ended responses was used to examine common reasoning patterns related to particular Likert-scale responses. When explaining responses to items regarding the role of experiments in confirming known results and also contributing to the growth of scientific knowledge, a common reasoning pattern suggested that confirming known results in a classroom experiment can help with understanding concepts. Thus, physics experiments contribute to students' personal scientific knowledge growth, while also confirming widely known results. Many students agreed that having correct formatting and making well-reasoned conclusions are the main goal for communicating experimental results. Students who focused on sections and formatting emphasized how it enables clear and efficient communication. However, very few students discussed the link between well-reasoned conclusions and effective scientific communication. Lastly, many students argued it was possible to complete experiments without understanding equations and physics concepts. The most common justification was that they could simply follow instructions to finish the lab without understanding. The findings suggest several implications for teaching physics laboratory courses, for example, incorporating some lab activities with outcomes that are unknown to the students might have a significant impact on students' understanding of experiments as an important approach for developing scientific knowledge.

Cognitive development in introductory physics: A research-based approach to curriculum reform

NASA Astrophysics Data System (ADS)

Teodorescu, Raluca Elena

This project describes the research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created for designing and clarifying educational objectives, for developing assessments that can evaluate individual component processes of the problem-solving process, and for guiding curriculum design in introductory physics courses, specifically within the context of a "thinking-skills" curriculum. TIPP relies on the following resources: (1) cognitive research findings adopted by physics education research, (2) expert-novice research discoveries acknowledged by physics education research, (3) an educational psychology taxonomy for educational objectives, and (4) various collections of physics problems created by physics education researchers or developed by textbook authors. TIPP was used in the years 2006--2008 to reform the first semester of the introductory algebra-based physics course (called Phys 11) at The George Washington University. The reform sought to transform our curriculum into a "thinking-skills" curriculum that trades "breadth for depth" by focusing on fewer topics while targeting the students' cognitive development. We employed existing research on the physics problem-solving expert-novice behavior, cognitive science and behavioral science findings, and educational psychology recommendations. Our pedagogy relies on didactic constructs such as the GW-ACCESS problem-solving protocol, learning progressions and concept maps that we have developed and implemented in our introductory physics course. These tools were designed based on TIPP. Their purpose is: (1) to help students build local and global coherent knowledge structures, (2) to develop more context-independent problem-solving abilities, (3) to gain confidence in problem solving, and (4) to establish connections between everyday phenomena and underlying physics concepts. We organize traditional and research-based physics problems such that students experience a gradual increase in complexity related to problem context, problem features and cognitive processes needed to solve the problem. The instructional environment that we designed allows for explicit monitoring, control and measurement of the cognitive processes exercised during the instruction period. It is easily adaptable to any kind of curriculum and can be readily adjusted throughout the semester. To assess the development of students' problem-solving abilities, we created rubrics that measure specific aspects of the thinking involved in physics problem solving. The Colorado Learning Attitudes about Science Survey (CLASS) was administered pre- and post-instruction to determine students' shift in dispositions towards learning physics. The Force Concept Inventory (FCI) was administered pre- and post-instruction to determine students' level of conceptual understanding. The results feature improvements in students' problem-solving abilities and in their attitudes towards learning physics.

Motivation and Behavioral Regulation of Physical Activity in Middle School Students.

PubMed

Dishman, Rod K; McIver, Kerry L; Dowda, Marsha; Saunders, Ruth P; Pate, Russell R

2015-09-01

This study aimed to examine whether intrinsic motivation and behavioral self-regulation are related to physical activity during middle school. Structural equation modeling was applied in cross-sectional and longitudinal tests of self-determination theory. Consistent with theory, hypothesized relations among variables were supported. Integrated regulation and intrinsic motivation were most strongly correlated with moderate-to-vigorous physical activity measured by an accelerometer. Results were independent of a measure of biological maturity. Construct validity and equivalence of measures were confirmed longitudinally between the sixth and seventh grades and between boys and girls, non-Hispanic Black and White children and overweight and normal-weight students. Measures of autonomous motivation (identified, integrated, and intrinsic) were more strongly related to physical activity in the seventh grade than measures of controlled motivation (external and introjected), implying that physical activity became more intrinsically motivating for some girls and boys as they moved through middle school. Nonetheless, change in introjected regulation was related to change in physical activity in the seventh grade, suggesting that internalized social pressures, which can be detrimental to sustained activity and well-being, also became motivating. These results encourage longer prospective studies during childhood and adolescence to clarify how controlled and autonomous motivations for physical activity develop and whether they respond to interventions designed to increase physical activity.

[Study on the relationship between traditional bullying, cyberbullying and depression in adolescents].

PubMed

Wang, Gengfu; Wang, Xiuxiu; Fang, Yu; Jiang, Liu; Yuan, Shanshan; Tao, Fangbiao; Su, Puyu

2015-08-01

To investigate the relationship between traditional bullying, cyberbullying and depression in adolescents, with the involvement frequency and different roles considered. A stratified cluster sampling method was used to randomly select 5 726 middle school students in three cities of Anhui province in December 2013. Those students were surveyed by self-designed questionnaire of adolescent health-related behaviors in Anhui province. Self-reports on the general demographic information, physical, verbal, relational bullying and cyberbullying involvement and depression were collected. Additionally, the items assessing depression were based on Self-rating Depression Scale (SDS). The chi-square test used to compare prevalent rates of bullying involvement and depression in different groups of students with different demographic features. Multinomial logistic regressions were performed to explore the relationships between all four types of bullying and depression, after controlling confounders. We got a final effective sample of 5 726 student. The response rate was 99.4% in this study. Among 5 726 adolescents, the prevalence rates of bullying in the last two months were 23.4% (1 339/5 726) physically, 55.0% (3 147/5 726) verbally, 34.2% (1 958/5 726) socially, and 8.9% (512/5 726) electronically. The prevalence rate of depression was 64.8% (3 711/5 726). The detection rate was higher in participants who involved in physical, verbal, relational, and cyber bullying than those who not involved in bullying. After controlling the confounding factors, the different frequency and role of verbal and relational bullying were risk factors of depression (OR = 1.42-3.71, all P values < 0.001). As for physical bullying, except for occasional bully-victims (OR = 1.08, 95% CI: 0.79-1.49), others were more likely to be depressed than noninvolved students. (OR = 1.40-7.84, all P values < 0.001). Frequent involvement in cyberbullying as bullies and (or) victims were more likely to be depressed than noninvolved students (OR = 2.30-4.55, all P values < 0.001), but occasional involvement in cyberbullying as bullies and (or) victims were not the risk factors of adolescents' depression (OR = 1.39, 95% CI:0.97-1.99; OR = 1.58, 95% CI: 0.88-2.82; OR = 1.50, 95% CI:0.82-2.74). Involvement in physical, verbal, relational, and cyberbullying were risk factors for depression among adolescent students.

Beyond performance metrics: Examining a decrease in students' physics self-efficacy through a social networks lens

NASA Astrophysics Data System (ADS)

Dou, Remy; Brewe, Eric; Zwolak, Justyna P.; Potvin, Geoff; Williams, Eric A.; Kramer, Laird H.

2016-12-01

The Modeling Instruction (MI) approach to introductory physics manifests significant increases in student conceptual understanding and attitudes toward physics. In light of these findings, we investigated changes in student self-efficacy while considering the construct's contribution to the career-decision making process. Students in the Fall 2014 and 2015 MI courses at Florida International University exhibited a decrease on each of the sources of self-efficacy and overall self-efficacy (N =147 ) as measured by the Sources of Self-Efficacy in Science Courses-Physics (SOSESC-P) survey. This held true regardless of student gender or ethnic group. Given the highly interactive nature of the MI course and the drops observed on the SOSESC-P, we chose to further explore students' changes in self-efficacy as a function of three centrality measures (i.e., relational positions in the classroom social network): inDegree, outDegree, and PageRank. We collected social network data by periodically asking students to list the names of peers with whom they had meaningful interactions. While controlling for PRE scores on the SOSESC-P, bootstrapped linear regressions revealed post-self-efficacy scores to be predicted by PageRank centrality. When disaggregated by the sources of self-efficacy, PageRank centrality was shown to be directly related to students' sense of mastery experiences. InDegree was associated with verbal persuasion experiences, and outDegree with both verbal persuasion and vicarious learning experiences. We posit that analysis of social networks in active learning classrooms helps to reveal nuances in self-efficacy development.

Perceptions of teachers' general and informational feedback and intrinsic motivation in physical education: two-year effects.

PubMed

Koka, Andre; Hein, Vello

2006-10-01

Relative change or stability of perceived positive general feedback and perceived informational feedback and their influence on students' intrinsic motivation in physical education over two years were examined. 302 students, ages 11 to 15 years, responded to the Perception of Teacher's Feedback questionnaire. Two years later, these students filled out the questionnaire again, along with a modified version of the Sport Motivation Scale. Analysis showed that both types of perceived feedback exhibited moderate stability over the two years. Perceived positive general feedback demonstrated a significant direct effect on students' intrinsic motivation measured concurrently in physical education. Further, fixing to zero the effect of perceived positive general feedback on intrinsic motivation measured concurrently, an effect emerged over the two years.

Designing students’ worksheet based on open-ended approach to foster students’ creative thinking skills

NASA Astrophysics Data System (ADS)

Romli, S.; Abdurrahman; Riyadi, B.

2018-01-01

This study aimed at designing an open-ended worksheet to enhance students’ creative thinking skills. The study was conducted at one private school in Bandar Lampung, Indonesia. The participants of the study were twenty students of tenth grade students and two physics teachers. This study used descriptive data. Data were collected by analyzing qualitative data, literature and focus group discussion to gain information about students’ conceptions of physics in the context of open-ended learning. The result showed that students needed innovative learning resources in form of open ended-based worksheet which could give the students an opportunity to develop various solutions related to physics problem. Therefore, students’ creative thinking skill could be improved.

THE MOVEMENT SYSTEM IN EDUCATION.

PubMed

Hoogenboom, Barbara J; Sulavik, Mark

2017-11-01

Although many physical therapists have begun to focus on movement and function in clinical practice, a significant number continue to focus on impairments or pathoanatomic models to direct interventions. This paradigm may be driven by the current models used to direct and guide curricula used for physical therapist education. The methods by which students are educated may contribute to a focus on independent systems, rather than viewing the body as a functional whole. Students who enter practice must be able to integrate information across multiple systems that affect a patient or client's movement and function. Such integration must be taught to students and it is the responsibility of those in physical therapist education to embrace and teach the next generation of students this identifying professional paradigm of the movement system. The purpose of this clinical commentary is to describe the current state of the movement system in physical therapy education, suggest strategies for enhancing movement system focus in entry level education, and envision the future of physical therapy education related to the movement system. Contributions by a student author offer depth and perspective to the ideas and suggestions presented. 5.

Preservice Teachers' Responses to Bullying Scenarios: Comparing Physical, Verbal, and Relational Bullying

ERIC Educational Resources Information Center

Bauman, Sheri; Del Rio, Adrienne

2006-01-01

In the present study, 82 undergraduate students in a teacher education program responded to 6 written vignettes describing school bullying incidents. Scenarios described physical bullying, verbal bullying, and relational bullying events. Respondents rated relational bullying as the least serious of the 3 types. Participants had the least empathy…

Gender matters: the relationship between social anxiety and alcohol-related consequences.

PubMed

Schry, Amie R; Norberg, Melissa M; Maddox, Brenna B; White, Susan W

2014-01-01

Identification of risk factors for alcohol-related consequences is an important public health concern. Both gender and social anxiety have been associated with alcohol-related consequences broadly, but it is unknown whether these variables are differentially related to specific types of alcohol-related consequences for American college students. In the present study, 573 undergraduate students (M(age) = 19.86 years, SD = 1.40; range 18 to 25; 68.9% female) completed an on-line assessment of social anxiety, alcohol use, and four types of alcohol-related consequences (personal, social, physical, and role). Poisson regressions were run to examine social anxiety, gender, and the interaction between social anxiety and gender as predictors of each type of alcohol-related consequences. After controlling for alcohol use, social anxiety was positively associated with all four types of consequences, and females endorsed higher rates of physical, personal, and role consequences. The interaction between social anxiety and gender was statistically significant only for physical consequences, with social anxiety having a stronger effect for males. These findings, which diverge somewhat from those of a prior study with Australian college students, are discussed in the context of a biopsychosocial model of social anxiety and substance use problems. This study highlights the importance of further investigating cultural differences in the relationships among social anxiety, gender, and alcohol-related consequences.

High school students' representations and understandings of electric fields

NASA Astrophysics Data System (ADS)

Cao, Ying; Brizuela, Bárbara M.

2016-12-01

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 postinstruction as indicated by students' performance on textbook-style questions. It has, however, inadequately captured student ideas expressed in other situations yet informative to educational research. In this study, we explore students' ideas of electric fields preinstruction as shown by students' representations produced in open-ended activities. 92 participant students completed a worksheet that involved drawing comic strips about electric charges as characters of a cartoon series. Three students who had spontaneously produced arrow diagrams were interviewed individually after class. We identified nine ideas related to electric fields that these three students spontaneously leveraged in the comic strip activity. In this paper, we describe in detail each idea and its situated context. As most research in the literature has understood students as having relatively fixed conceptions and mostly identified divergences in those conceptions from canonical targets, this study shows students' reasoning to be more variable in particular moments, and that variability includes common sense resources that can be productive for learning about electric fields.

Science choices and preferences of middle and secondary school students in Utah

NASA Astrophysics Data System (ADS)

Baird, J. Hugh; Lazarowitz, Reuven; Allman, Verl

This research sought to answer two questions: (1) What are Utah junior and senior high school students' preferences and choices regarding science subjects? (2) Could preferences and choices be related to the type of school, age or gender? Two thousand students from grades six through twelve participated in this study. Findings show that zoology and human anatomy and physiology were most preferred. Ecology was least prefered. Topics in the physical sciences were also low. There was a trend among girls to prefer natural sciences such as botany while boys tended to prefer the physical sciences. Generally, students' choices were limited to those subjects presently taught in the formal school curriculum. They appeared unaware of the many science related subjects outside the texts or the approved course of study.

Peers and teachers as sources of relatedness perceptions, motivation, and affective responses in physical education.

PubMed

Cox, Anne; Duncheon, Nicole; McDavid, Lindley

2009-12-01

Research has demonstrated the importance of relatedness perceptions to self-determined motivation in physical education. Therefore, studies have begun to examine the social factors contributing to feelings of relatedness. The purpose of this study was to examine teacher (perceived emotional support) and peer (acceptance, friendship quality) relationship variables to feelings of relatedness, motivation, and affective responses in junior high physical education students (N = 411). Results revealed that perceived relatedness mediated the relationship between variables and self-determined motivation and related directly to the amount of enjoyment and worry students experienced. These findings demonstrate that relationships with both teachers and peers are important for students' relatedness perceptions, motivation, enjoyment, and worry in physical education.

The role of language in learning physics

NASA Astrophysics Data System (ADS)

Brookes, David T.

Many studies in PER suggest that language poses a serious difficulty for students learning physics. These difficulties are mostly attributed to misunderstanding of specialized terminology. This terminology often assigns new meanings to everyday terms used to describe physical models and phenomena. In this dissertation I present a novel approach to analyzing of the role of language in learning physics. This approach is based on the analysis of the historical development of physics ideas, the language of modern physicists, and students' difficulties in the areas of quantum mechanics, classical mechanics, and thermodynamics. These data are analyzed using linguistic tools borrowed from cognitive linguistics and systemic functional grammar. Specifically, I combine the idea of conceptual metaphor and grammar to build a theoretical framework that accounts for: (1) the role and function that language serves for physicists when they speak and reason about physical ideas and phenomena, (2) specific features of students' reasoning and difficulties that may be related to or derived from language that students read or hear. The theoretical framework is developed using the methodology of a grounded theoretical approach. The theoretical framework allows us to make predictions about the relationship between student discourse and their conceptual and problem solving difficulties. Tests of the theoretical framework are presented in the context of "heat" in thermodynamics and "force" in dynamics. In each case the language that students use to reason about the concepts of "heat" and "force" is analyzed using the theoretical framework. The results of this analysis show that language is very important in students' learning. In particular, students are (1) using features of physicists' conceptual metaphors to reason about physical phenomena, often overextending and misapplying these features, (2) drawing cues from the grammar of physicists' speech and writing to categorize physics concepts; this categorization of physics concepts plays a key role in students' ability to solve physics problems. In summary, I present a theoretical framework that provides a possible explanation of the role that language plays in learning physics. The framework also attempts to account for how and why physicists' language influences students in the way that it does.

Cumulative trauma disorder risk for children using computer products: results of a pilot investigation with a student convenience sample.

PubMed

Burke, Adam; Peper, Erik

2002-01-01

Cumulative trauma disorder is a major health problem for adults. Despite a growing understanding of adult cumulative trauma disorder, however, little is known about the risks for younger populations. This investigation examined issues related to child/adolescent computer product use and upper body physical discomfort. A convenience sample of 212 students, grades 1-12, was interviewed at their homes by a college-age sibling or relative. One of the child's parents was also interviewed. A 22-item questionnaire was used for data-gathering. Questionnaire items included frequency and duration of use, type of computer products/games and input devices used, presence of physical discomfort, and parental concerns related to the child's computer use. Many students experienced physical discomfort attributed to computer use, such as wrist pain (30%) and back pain (15%). Specific computer activities-such as using a joystick or playing noneducational games-were significantly predictive of physical discomfort using logistic multiple regression. Many parents reported difficulty getting their children off the computer (46%) and that their children spent less time outdoors (35%). Computer product use within this cohort was associated with self-reported physical discomfort. Results suggest a need for more extensive study, including multiyear longitudinal surveys.

The Relation between Students' Math and Reading Ability and Their Mathematics, Physics, and Chemistry Examination Grades in Secondary Education

ERIC Educational Resources Information Center

Korpershoek, Hanke; Kuyper, Hans; van der Werf, Greetje

2015-01-01

Word problems are math- or science-related problems presented in the context of a story or real-life scenario. Literature suggests that, to solve these problems, advanced reading skills are required, in addition to content-related skills in, for example, mathematics. In the present study, we investigated the relation between students' reading…

Validating Pedometer-Based Physical Activity Time against Accelerometer in Middle School Physical Education

ERIC Educational Resources Information Center

Gao, Zan; Lee, Amelia M.; Solmon, Melinda A.; Kosma, Maria; Carson, Russell L.; Zhang, Tao; Domangue, Elizabeth; Moore, Delilah

2010-01-01

The purpose of this study was to validate physical activity time in middle school physical education as measured by pedometers in relation to a criterion measure, namely, students' accelerometer determined moderate to vigorous physical activity (MVPA). Participants were 155 sixth to eighth graders participating in regularly scheduled physical…

A study of the effects of an experimental spiral physics curriculum taught to sixth grade girls and boys

NASA Astrophysics Data System (ADS)

Davis, Edith G.

The pilot study compared the effectiveness of using an experimental spiral physics curriculum to a traditional linear physics curriculum for sixth through eighth grades. The study also surveyed students' parents and principals about students' academic history and background as well as identified resilient children's attributes for academic success. The pilot study was used to help validate the testing instrument as well as help refine the complete study. The purpose of the complete study was to compare the effectiveness of using an experimental spiral physics curriculum and a traditional linear curriculum with sixth graders only; seventh and eighth graders were dropped in the complete study. The study also surveyed students' parents, teachers, and principals about students' academic history and background as well as identified resilient children's attributes for academic success. Both the experimental spiral physics curriculum and the traditional linear physics curriculum increased physics achievement; however, there was no statistically significant difference in effectiveness of teaching experimental spiral physics curriculum in the aggregated sixth grade group compared to the traditional linear physics curriculum. It is important to note that the majority of the subgroups studied did show statistically significant differences in effectiveness for the experimental spiral physics curriculum compared to the traditional linear physics curriculum. The Grounded Theory analysis of resilient student characteristics resulted in categories for future studies including the empathy factor ("E" factor), the tenacity factor ("T" factor), the relational factor ("R" factor), and the spiritual factor ("S" factor).

Tinker, Thinker, Maker and CEO: Reimagining the Physics Student as Engineer, Inventor, and Entrepreneur

NASA Astrophysics Data System (ADS)

Bailey, Crystal

2015-03-01

We live in an era of immense opportunity for physics graduates: their scientific training helps to make them key members of industry teams developing new technologies, or translating cutting-edge research into viable products. Physics as a discipline stands to make tremendous gains by implementing new educational approaches which provide training for success in what is increasingly the largest employment base for physicists: the private sector. In this talk, I will examine the role of physicist as innovator and how this role intersects with other similar STEM disciplines (such as engineering), and provide some insight into how implementing physics innovation and entrepreneurship (PIE) education will benefit both physics departments and the students they serve, regardless of students' eventual career choices. I will also talk about some exciting new PIE related developments in the physics community, and provide information about how educators can get involved in this growing movement.

Attitudes towards people with physical or intellectual disabilities among nursing, social work and medical students.

PubMed

Kritsotakis, George; Galanis, Petros; Papastefanakis, Emmanouil; Meidani, Flora; Philalithis, Anastas E; Kalokairinou, Athena; Sourtzi, Panayota

2017-12-01

To examine and compare undergraduate healthcare students' attitudes towards people with physical or intellectual disabilities in Greece. The experience that people with disabilities have with health care is a complex interaction between their medical condition and the social and physical environment. Attitudes of the nursing and healthcare staff affect the quality of care and people's adaptation to their disability, self-image and rehabilitation outcomes. Descriptive cross-sectional survey. Nursing, Social Work and Medicine students (N = 1007, 79.4% female) attending three universities (Athens, Crete) completed during 2014-2016 two standardised scales regarding physical (ATDP-B) and intellectual disability (CLAS-ID). Descriptive and multivariate logistic regression analyses were performed. Attitudes towards people with physical disabilities in Greece (ATDP-B scores) were poor with scores just above the mid-point. Medical studies and higher knowledge and work with individuals with physical disabilities signified marginally more positive attitudes. Gender and age displayed no associations with attitudes. Regarding intellectual disability (CLAS-ID scores), nursing students had slightly less positive attitudes in "Similarity" but more positive attitudes in "Sheltering" subscales. Previous work and contact was related to more favourable and higher age to less favourable "Similarity" and "Sheltering" attitudes. Males had higher "Exclusion" scores. Those who knew people with intellectual disabilities had less favourable "Empowerment" attitudes. Knowledge was related to more positive attitudes in all four CLAS-ID subscales. Greek health and social care students showed poor attitudes towards people with physical and intellectual disability. When holding unfavourable attitudes, healthcare professionals become less involved with the people they care for and they do not provide nursing care to the best of their abilities. Undergraduate and continuing education, along with workplace enhancements, should aim to provide high-quality health care to people with disabilities. © 2017 John Wiley & Sons Ltd.

An intervention study to enhance girls' interest, self-concept, and achievement in physics classes

NASA Astrophysics Data System (ADS)

Häussler, Peter; Hoffmann, Lore

2002-11-01

Many interest studies have shown the decline of students' interest in physics during secondary education, particularly among girls. Research into physics-related interests of students suggests applying different measures to reduce or reverse that trend such as: (a) suggesting curricular changes that do justice to the specific interests and experiences of girls, (b) improving the ability of teachers to support girls in the development of a positive physics related self-concept, and (c) changing to an organizational setting that gives girls a better chance to improve their self-concept about physics. The purpose of this study was to examine whether these hypothetically effective measures lead to an improvement of the situation for girls when implemented in the physics classroom. The intervention took a whole school year of some 60 one-hour lessons and comprised 12 experimental and 7 control classes of seventh graders (age about 13). Their immediate and long-term achievements, as well as their change of interest in physics, their subjectively experienced competence, and their physics-related self-concept were assessed by written tests at various stages of the intervention. The intervention proved successful and significantly improved most of these indicators for girls (and boys) in the experimental group.

Premature return to play and return to learn after a sport-related concussion: physician's chart review.

PubMed

Carson, James D; Lawrence, David W; Kraft, Sari A; Garel, Alisha; Snow, Catherine L; Chatterjee, Ananda; Libfeld, Paula; MacKenzie, Heather M; Thornton, Jane S; Moineddin, Rahim; Frémont, Pierre

2014-06-01

To determine what proportion of patients experience an exacerbation of their symptoms as a result of premature return to play (RTP) and return to learn (RTL) following sport-related concussions. Retrospective study of electronic medical records from the office-based practice of one family and sport medicine physician who had systematically provided recommendations for cognitive and physical rest based on existing consensus recommendations. Two blinded authors independently reviewed each chart, which included Sport Concussion Assessment Tool (SCAT) and SCAT2 symptom self-report forms to determine whether an athlete had returned to play or learn prematurely. If there was a discrepancy between the 2 reviewers then a third author reviewed the charts. A sport medicine and family practice in Ontario. The physician assessed sport-related concussions after self-referral or referral from other primary care physicians, teams, and schools. A total of 170 charts of 159 patients were assessed for sport-related concussion during a 5-year period (April 2006 to March 2011). All participants were students who were participating in sports at the time of injury. There were 41 concussions in elementary students, 95 concussions in high school students, and 34 concussions in college or university students. Premature RTP and RTL were defined as chart records documenting the recurrence or worsening of symptoms that accompanied the patients' RTP or RTL. Measures were compared using the earliest available SCAT forms and self-reporting. In 43.5% of concussion cases, the patient returned to sport too soon and in 44.7% of concussion cases, the patient returned to school too soon. Patients with a history of previous concussion required more days of rest before being permitted to participate in any physical activity than those patients without a previous history of concussion. Elementary school students required fewer days of rest before being permitted to return to any physical activity compared with high school students and college or university students. Currently, physicians recommend restrictions on mental and physical activity following sport-related concussion. This is done without clear guidelines as to what cognitive rest entails for students. Further research is required to determine how to implement a management plan for student athletes to facilitate complete recovery after concussion. Copyright© the College of Family Physicians of Canada.

Premature return to play and return to learn after a sport-related concussion

PubMed Central

Carson, James D.; Lawrence, David W.; Kraft, Sari A.; Garel, Alisha; Snow, Catherine L.; Chatterjee, Ananda; Libfeld, Paula; MacKenzie, Heather M.; Thornton, Jane S.; Moineddin, Rahim; Frémont, Pierre

2014-01-01

Abstract Objective To determine what proportion of patients experience an exacerbation of their symptoms as a result of premature return to play (RTP) and return to learn (RTL) following sport-related concussions. Design Retrospective study of electronic medical records from the office-based practice of one family and sport medicine physician who had systematically provided recommendations for cognitive and physical rest based on existing consensus recommendations. Two blinded authors independently reviewed each chart, which included Sport Concussion Assessment Tool (SCAT) and SCAT2 symptom self-report forms to determine whether an athlete had returned to play or learn prematurely. If there was a discrepancy between the 2 reviewers then a third author reviewed the charts. Setting A sport medicine and family practice in Ontario. The physician assessed sport-related concussions after self-referral or referral from other primary care physicians, teams, and schools. Participants A total of 170 charts of 159 patients were assessed for sport-related concussion during a 5-year period (April 2006 to March 2011). All participants were students who were participating in sports at the time of injury. There were 41 concussions in elementary students, 95 concussions in high school students, and 34 concussions in college or university students. Main outcome measures Premature RTP and RTL were defined as chart records documenting the recurrence or worsening of symptoms that accompanied the patients’ RTP or RTL. Measures were compared using the earliest available SCAT forms and self-reporting. Results In 43.5% of concussion cases, the patient returned to sport too soon and in 44.7% of concussion cases, the patient returned to school too soon. Patients with a history of previous concussion required more days of rest before being permitted to participate in any physical activity than those patients without a previous history of concussion. Elementary school students required fewer days of rest before being permitted to return to any physical activity compared with high school students and college or university students. Conclusion Currently, physicians recommend restrictions on mental and physical activity following sport-related concussion. This is done without clear guidelines as to what cognitive rest entails for students. Further research is required to determine how to implement a management plan for student athletes to facilitate complete recovery after concussion. PMID:24925965

Reaching Out: The Bachelor of Arts Degree In Physics

NASA Astrophysics Data System (ADS)

Hobson, Art

1996-05-01

Physics degrees are not only for physicists. Our department believes that it would be healthy if attorneys, physicians, journalists, politicians, businesspeople, and others had undergraduate degrees in physics. Thus, we have begun offering a Bachelor of Arts degree in physics, for students who want to study physics as a background for other fields such as law (patents, environmental law), medical school, business (high-tech firms), journalism (science reporting, environmental reporting), music (accoustics, electronic music), and essentially any other profession. The program reaches outward, outside of physics, rather than pointing toward further work in physics. It begins with the algebra-based introductory course rather than the calculus-based course for future physicists and engineers. Two new courses are being created to provide these pre-professional students with broad science literacy and knowledge of physics-related technologies. The program is more flexible and less technical than the traditional Bachelor of Science program, allowing students time for outside electives and professional requirements in other fields.

Influence of Cultural Belief and Values on Secondary School Students' Understanding of Atmospheric Related Physics Concepts

ERIC Educational Resources Information Center

Bello, Theodora Olufunke

2015-01-01

The study identified the different cultural concepts that secondary school students' believe in and determined the belief and idea of students about the cultural concepts. It also investigated students' source of information about the cultural concepts and determined the influence of these cultural believes on students' academic performance in…

Getting the Swing of Surface Gravity

NASA Astrophysics Data System (ADS)

Thomas, Brian C.; Quick, Matthew

2012-04-01

Sports are a popular and effective way to illustrate physics principles. Baseball in particular presents a number of opportunities to motivate student interest and teach concepts. Several articles have appeared in this journal on this topic,1 illustrating a wide variety of areas of physics. In addition, several websites2 and an entire book3 are available. In this paper we describe a student-designed project that illustrates the relative surface gravity on the Earth, Sun, and other solar system bodies using baseball. We describe the project and its results here as an example of a simple, fun, and student-driven use of baseball to illustrate an important physics principle.

A Reply to ''Reinterpretation of Students' Ideas When Reasoning about Particle Model Illustrations. A Response to ''Using Animations in Identifying General Chemistry Students' Misconceptions and Evaluating Their Knowledge Transfer Relating to Particle Position in Physical Changes'' by Smith and Villarreal (2015)''

ERIC Educational Resources Information Center

Smith, K. Christopher; Villarreal, Savannah

2015-01-01

In this reply to Elon Langbeheim's response to an article recently published in this journal, authors Smith and Villarreal identify several types of general chemistry students' misconceptions concerning the concept of particle position during physical change. They focus their response on one of the misconceptions identified as such: Given a solid…

An Exploratory Study to Investigate the Impact of an Enrichment Program on Aspects of Einsteinian Physics on Year 6 Students

ERIC Educational Resources Information Center

Pitts, Marina; Venville, Grady; Blair, David; Zadnik, Marjan

2014-01-01

Concepts related to Einsteinian physics are usually not taught until students are in university, denying younger children access to this powerful way of understanding space, time and gravity. Considerable research has shown, however, that complex and abstract scientific ideas can be presented in age appropriate ways that result in measurable…

Impact of Short Duration Health & Science Energizers in the Elementary School Classroom

ERIC Educational Resources Information Center

Raney, Marcella; Henriksen, Adriel; Minton, Jessica; Lynch, Timothy Joseph

2017-01-01

Background: Acute physical activity breaks lasting 10--60 min have been related to positive effects on student focus and academic performance. The aim of this study was to evaluate the impact of repeated brief physical activity-infused academic lessons (1-5 min) on student retention and on-task behavior. Methods: One class from each K-2 grade…

Xbox Kinect Gaming Systems as a Supplemental Tool within a Physical Education Setting: Third and Fourth Grade Students' Perspectives

ERIC Educational Resources Information Center

Shewmake, Cole J.; Merrie, Michael D.; Calleja, Paul

2015-01-01

Literature indicates that technology, including exergaming, is popular among adolescents and can be used as a supplemental tool in the physical education classroom. Therefore, the purpose of this study was to examine third and fourth grade students' perceived enjoyment and exertion levels toward exergaming in relation to traditional physical…

Sustaining Young People's Enrolment Intentions in Relation to Physics: Development and Validation of a Tool

ERIC Educational Resources Information Center

Abraham, Jessy; Barker, Katrina

2014-01-01

Currently there is a need for measures to examine the issue of sustaining students' enrolment intentions over an extended period of study in physics, a subject which is generally perceived as hard and demanding by students. This paper addresses this gap in research by describing the development and the assessment of psychometric properties of the…

Development of 3-D Mechanical Models of Electric Circuits and Their Effect on Students' Understanding of Electric Potential Difference

ERIC Educational Resources Information Center

Balta, Nuri

2015-01-01

Visualizing physical concepts through models is an essential method in many sciences. While students are mostly proficient in handling mathematical aspects of problems, they frequently lack the ability to visualize and interpret abstract physical concepts in a meaningful way. In this paper, initially the electric circuits and related concepts were…

The Problem-Solving Process in Physics as Observed When Engineering Students at University Level Work in Groups

ERIC Educational Resources Information Center

Gustafsson, Peter; Jonsson, Gunnar; Enghag, Margareta

2015-01-01

The problem-solving process is investigated for five groups of students when solving context-rich problems in an introductory physics course included in an engineering programme. Through transcripts of their conversation, the paths in the problem-solving process have been traced and related to a general problem-solving model. All groups exhibit…

Student Trajectories in Physics: The Need for Analysis through a Socio-Cultural Lens

ERIC Educational Resources Information Center

Zapata, Mara

2010-01-01

An analysis of student connections through time and space relative to the core discipline of physics is attempted, as viewed through the lens of actor-network-theory, by Antonia Candela. Using lenses of cultural realities, networks, and perceived power in the discourse of one specific university in the capital city of Mexico and one undergraduate…

Influence of students' STEM self-efficacy on STEM and physics career choice

NASA Astrophysics Data System (ADS)

Halim, Lilia; Rahman, Norshariani Abd; Ramli, Nor Aidillina Mohd; Mohtar, Lilia Ellany

2018-01-01

Interest towards STEM and STEM careers is declining worldwide. Among the STEM related careers, the physics discipline has been the most affected in terms of numbers and imbalance of gender. This study investigates the role of self-efficacy in STEM towards STEM careers and Physics career based on gender and types of school. Findings showed that there is a positive and significant correlation between students' STEM self-efficacy and interest towards all disciplines in STEM and Physics career. Boys showed high level of self-efficacy in engineering discipline while the girls' associate more with science. Students from boarding schools showed higher self-efficacy and interest towards STEM careers compared to students from public schools. An implication of the study is that self-efficacy and interest in STEM careers are enhanced through engagement with STEM activities in and outside of school. Emphasis should be given to the role of counselors in making STEM careers relevant to students.

Integrating physical examination and trunk anatomy; a new course for second year medical students.

PubMed

Adibi, Iman; Hasani, Nasibeh; Ashoorioun, Vahid; Sadrearhami, Shohreh; Monajemi, Ali Reza

2007-11-01

The aim of this study was to determine the effect of an integrated course of physical examination and trunk anatomy on second year medical students' attitude and knowledge of anatomy. Thirty nine second year medical students attended a physical examination course (5 small group sessions) related to topics in trunk anatomy (2004/05). Students in control group attended routine anatomy lectures and problem based learning discussions relevant to their physiology course. Routine final anatomy exam (65 multiple choices questions) was performed. Attitude toward course impacts in intervention group were assessed by a likert questionnaire (18 items). A T-test was performed to compare anatomy scores. The Intervention group had higher score exam anatomy (46.6 +/- 6.3) than others (41.4 +/- 6.0, p = 0.04). The mean score of attitude questionnaire was 3.48 (SD = 0.8). In conclusion teaching physical examinations integrated with trunk anatomy improves students' knowledge and motivated them in learning anatomy.

Assessing the flexibility of research-based instructional strategies: Implementing tutorials in introductory physics in the lecture environment

NASA Astrophysics Data System (ADS)

Kryjevskaia, Mila; Boudreaux, Andrew; Heins, Dustin

2014-03-01

Materials from Tutorials in Introductory Physics, originally designed and implemented by the Physics Education Group at the University of Washington, were used in modified form as interactive lectures under conditions significantly different from those suggested by the curriculum developers. Student learning was assessed using tasks drawn from the physics education research literature. Use of tutorials in the interactive lecture format yielded gains in student understanding comparable to those obtained through the canonical tutorial implementation at the University of Washington, suggesting that student engagement with the intellectual steps laid out in the tutorials, rather than the specific strategies used in facilitating such engagement, plays the central role in promoting student learning. We describe the implementation details and assessment of student learning for two different tutorials: one focused on mechanical waves, used at North Dakota State University, and one on Galilean relativity, used at Western Washington University. Also discussed are factors that may limit the generalizability of the results.

Exploring medical students' attitudes towards peer physical examination.

PubMed

Rees, Charlotte E; Bradley, Paul; McLachlan, John C

2004-02-01

With opportunities for dissection and examination of sick patients decreasing, the role of peer physical examination (PPE) is increasing. This study explores students' attitudes towards PPE and the relationship between attitudes and demographics. A total of 129 first-year medical students from the Peninsula Medical School completed the Examining Fellow Students (EFS) questionnaire. At least 97% of students were comfortable participating in PPE of all body parts except breast and inguinal regions. Over 20% of students were unwilling to participate in PPE of the breast and inguinal regions. Students were more comfortable with PPE within gender than across gender. Females were more likely to be uncomfortable with PPE. Further research with larger sample sizes is required to determine whether attitudes are related to age and religious faith.

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.

Investigating the Usability and Efficacy of Customizable Computer Coaches for Introductory Physics Problem Solving

NASA Astrophysics Data System (ADS)

Aryal, Bijaya

2016-03-01

We have studied the impacts of web-based Computer Coaches on educational outputs and outcomes. This presentation will describe the technical and conceptual framework related to the Coaches and discuss undergraduate students' favorability of the Coaches. Moreover, its impacts on students' physics problem solving performance and on their conceptual understanding of physics will be reported. We used a qualitative research technique to collect and analyze interview data from 19 undergraduate students who used the Coaches in the interview setting. The empirical results show that the favorability and efficacy of the Computer Coaches differ considerably across students of different educational backgrounds, preparation levels, attitudes and epistemologies about physics learning. The interview data shows that female students tend to have more favorability supporting the use of the Coach. Likewise, our assessment suggests that female students seem to benefit more from the Coaches in their problem solving performance and in conceptual learning of physics. Finally, the analysis finds evidence that the Coach has potential for increasing efficiency in usage and for improving students' educational outputs and outcomes under its customized usage. This work was partially supported by the Center for Educational Innovation, Office of the Senior Vice President for Academic Affairs and Provost, University of Minnesota.

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.

Popular Science: Introductory Physics Textbooks for Home Economics Students

NASA Astrophysics Data System (ADS)

Behrman, Joanna

2014-03-01

For many decades now there has been an ongoing debate about the way and extent to which physics ought to be popularized by appealing to a student's every day experience. Part of this debate has focused on how textbooks, a major factor shaping students' education, ought to be written and presented. I examine the background, passages, and problems of two examples drawn from the special genre of ``Household Physics'' textbooks which were published largely between 1910 and 1940. The pedagogy of applying or relating physics to the everyday experience engenders values defining how and by whom science is to be applied. These books are particularly evocative, as well, of the extent to which gender can be tied to differing everyday experiences and the consequences therefore of using experiential examples. Using popular science textbooks can alienate students by drawing an implicit division between the reader and the practicing scientist.

Teaching Physics at a Business College: Challenges and Opportunities

NASA Astrophysics Data System (ADS)

Finberg, Sharon

2003-10-01

Most physicists are familiar with the challenge of teaching physics to non-science students. At Bentley College, a premier business university, we have unique challenges and opportunities. Newsweek magazine (Sept. 1, 2003) named Bentley College among the 12 "Hot Schools" for 2004 and the most "career-focused." Undergraduates intent on business majors often perceive physics as unbearable and opt for courses in other science disciplines to fulfill requirements. Within a relatively short period of time, I have successfully applied various strategies to attract these business-minded students to our one-semester "Basic Physics" course, such changing to a highly experiential course and including examples from many consumer products. Innovative one-semester elective courses aimed at specific interests such as energy, sports, music and the visual arts meet the challenge of enticing students to physics courses to complete their math/science elective requirement.

College Students' Attitudes towards Age-Related Changes in Physical Appearance.

ERIC Educational Resources Information Center

Kanter, Allison; Agliata, Daniel; Tantleff-Dunn, Stacey

The aim of this study was to identify factors associated with young adults' concerns about age related changes in body image and their anticipated impact on psychosocial functioning. One hundred and sixty-seven college students completed the Body Image and Aging Survey, designed to assess age related issues in body image, the Peer Dieting Survey,…

Personal and Behavioral Variables Related to Perceived Stress of Second-Year Medical Students.

ERIC Educational Resources Information Center

Sheets, Kent J.; And Others

1993-01-01

A survey of 555 second-year medical students from 7 schools found academic stress related to general satisfaction with life, gender, physical activity, alcohol use, sleep patterns, and recent losses and misfortunes. Personal stress was related to general satisfaction with life, gender, drug use, sensation-seeking sports, and recent losses and…

Some Learning Problems Concerning the Use of Symbolic Language in Physics.

ERIC Educational Resources Information Center

De Lozano, Silvia Ragout; Cardenas, Marta

2002-01-01

Draws the attention of teachers of basic university physics courses to student problems concerning the interpretation of the symbolic language used in physics. Reports specific difficulties found in the first physics course related to different kinds of statements expressed in the mathematical language. (Contains 15 references.) (Author/YDS)

Making Visual Illustrations of Physics Accessible to Blind Students

ERIC Educational Resources Information Center

Pereira Torres, Josiane; Gonçalves Mendes, Enicéia

2017-01-01

The teaching of physics often involves the use of illustrations that complement and assist the understanding of a particular situation or physical phenomenon. Overall, the proper use of illustrations can maximize the learning and understanding of concepts and phenomena related to the teaching of science (physics, chemistry, biology) and…

The differential prevalence of obesity and related behaviors in two vs. four-year colleges.

PubMed Central

Laska, Melissa Nelson; Pasch, Keryn E.; Lust, Katherine; Story, Mary; Ehlinger, Ed

2012-01-01

The objective of this study was to determine whether obesity prevalence and weight-related behaviors (e.g., diet, physical activity) differ among students enrolled in two-year community/technical colleges and those attending four-year colleges/universities. This information could inform the development of intervention strategies. Through an existing surveillance system of Minnesota post-secondary education institutions, survey data were collected from 16,539 students from 27 campuses (14 two-year college campuses, 13 four-year college/university campuses; 2007-2008), including self-reported physical activity, media use, dietary patterns, weight control behaviors, height and weight. Unadjusted analyses indicated that students enrolled in two-year colleges, particularly females, had a higher prevalence of overweight/obesity, lower levels of physical activity, more television viewing, higher intakes of soda, fast food, and diet pills compared to students attending four-year colleges (p<0.05). Females attending four-year colleges were more likely to engage in certain unhealthy weight control behaviors (taking diet pills, binge eating, self-induced vomiting) compared to females attending two-year institutions. Among male students there were fewer differences between two-year and four-year colleges. Controlling for sociodemographic factors (e.g., race/ethnicity, age), most disparities in prevalence estimates remained, though many were attenuated. Overall, few young adults engage in weight-related behaviors consistent with national recommendations. Two-year college students may represent a particularly at-risk group. Disparities between two- and four-year college students exist beyond the sociodemographic differences in these populations. Effective weight-related interventions are needed for young adults, particularly females attending two-year colleges and all males attending post-secondary institutions. PMID:20966910

The differential prevalence of obesity and related behaviors in two- vs. four-year colleges.

PubMed

N Laska, Melissa; Pasch, Keryn E; Lust, Katherine; Story, Mary; Ehlinger, Ed

2011-02-01

The objective of this study was to determine whether obesity prevalence and weight-related behaviors (e.g., diet, physical activity) differ among students enrolled in 2-year community/technical colleges and those attending 4-year colleges/universities. This information could inform the development of intervention strategies. Through an existing surveillance system of Minnesota postsecondary education institutions, survey data were collected from 16,539 students from 27 campuses (14 two-year college campuses, 13 four-year college/university campuses; 2007-2008), including self-reported physical activity, media use, dietary patterns, weight control behaviors, height, and weight. Unadjusted analyses indicated that students enrolled in 2-year colleges, particularly females, had a higher prevalence of overweight/obesity, lower levels of physical activity, more television viewing, higher intakes of soda, fast food, and diet pills compared to students attending 4-year colleges (P < 0.05). Females attending 4-year colleges were more likely to engage in certain unhealthy weight control behaviors (taking diet pills, binge eating, self-induced vomiting) compared to females attending 2-year institutions. Among male students there were fewer differences between 2-year and 4-year colleges. Controlling for sociodemographic factors (e.g., race/ethnicity, age), most disparities in prevalence estimates remained, though many were attenuated. Overall, few young adults engage in weight-related behaviors consistent with national recommendations. Two-year college students may represent a particularly at-risk group. Disparities between 2- and 4-year college students exist beyond the sociodemographic differences in these populations. Effective weight-related interventions are needed for young adults, particularly females attending 2-year colleges and all males attending postsecondary institutions.

Scientist in the Classroom: The First Year Highlights of a Plasma Outreach Program

NASA Astrophysics Data System (ADS)

Nagy, A.; Danielson, C. A.; Lee, R. L.; Winter, P. S.; Valentine, J. R.

1999-11-01

The General Atomics education program ``Scientist in the Classroom'' uses scientists, engineers, and technicians to discuss plasma physics with students in the classroom. A program goal is to make science an enjoyable experience while showing students how plasma physics plays an important role in their world. A fusion overview is presented, including topics on energy and environment. Using hands-on equipment, students manipulate plasma discharges using magnetic fields and observe their spectral properties. Students also observe physical properties of liquid nitrogen, infrared waves, and radioactive particles. The benefit of this program, relative to facility tours, is that it optimizes cost and scheduling between the scientific staff and students. This program and its equipment are receiving accolades as an adjunct teaching option available to schools at no cost. This year we have presented to over 1000 students at 11 schools. Student exit interviews reflect strong positive comments regarding their hands-on learning experience and science appreciation.

Medical physics education from the view of the possible structural changes.

PubMed

Ferencova, E; Kukurova, E

2001-01-01

Teaching subject physics at the university level represents a specific didactic transformation of the scientific field--physics. The determination of the content, extent, used methods, mutual relation to other subjects of curriculum as well as to the entrance knowledge of students are the most important parts of pedagogical activities in the educational process. Based on own experiences, successes and mistakes in teaching so-called medical physics the authors discuss didactic procedures which should support the interest and creativity of students. Some changes in the structure of physics education are recommended. The usefulness of the international collaboration in the framework of projects such as TEMPUS, ERASMUS is also remembered.

Environmental barriers in mainstream schools.

PubMed

Hemmingsson, H; Borell, L

2002-01-01

Research on students with disabilities in mainstream schools often focuses on the students' personal abilities rather than on the establishment itself. To promote inclusive education, the environmental prerequisite for participation has to be explored also. The aim of this study was to identify the barriers to participation in Swedish mainstream schools, from the personal perspective of students with physical disabilities. The study also investigated how gender, diagnosis, level of mobility, academic years and availability of an assistant were related to student-environment fit. A total of 34 students with physical disabilities, aged between 10 and 19 years, participated in the study. The students were assessed by 'The school-setting interview'. Results show that two-thirds of the students experienced barriers to participation in both the physical and the social environment. A majority of the barriers originated from the way in which school activities were organized and carried out in schools. Failure to provide adequate environmental adjustments resulted in restricted participation or exclusion from some of the activities in class. Older students experienced significantly more barriers than younger ones because the school organization was less favourable. The results suggest that the way in which activities are organized in school is the area in need of most improvements to promote participation of students with physical disabilities.

Investigating the Relationships between Loneliness and Learning Burnout

ERIC Educational Resources Information Center

Lin, Shu-Hui; Huang, Yun-Chen

2012-01-01

Loneliness is a common problem for many students. Research indicates that loneliness is associated with relatively poor physical health and depression among students. Burnout in students is also an important issue since it adversely affects students' learning as well as their health and well-being. Both loneliness and learning burnout are related…

Instructional Considerations for Implementing Student Assessments. Article #2 in a 4-part series

ERIC Educational Resources Information Center

Fisette, Jennifer L.; Placek, Judith H.; Avery, Marybell; Dyson, Ben; Fox, Connie; Franck, Marian; Graber, Kim; Rink, Judith; Zhu, Weimo

2009-01-01

The first article of the PE Metrics series, "Developing Quality Physical Education through Student Assessments" (January/February 2009 "Strategies" issue) focused on the importance of assessing student learning in relation to NASPE's content standards (NASPE, 2004). The article emphasized that unless students are appropriately assessed, it is…

Third Grade Students' Mental Models of Blood Circulation Related to Exercise

ERIC Educational Resources Information Center

Pasco, Denis; Ennis, Catherine D.

2015-01-01

Students' prior knowledge has been identified to play an important role in the learning process through conceptual change. In physical education, positive changes in students' lifestyles may come from changes in their conceptual understanding. In this study 45 third grade students (mean age = 8.54 years) were interviewed during their regular…

Task value profiles across subjects and aspirations to physical and IT-related sciences in the United States and Finland.

PubMed

Chow, Angela; Eccles, Jacquelynne S; Salmela-Aro, Katariina

2012-11-01

Two independent studies were conducted to extend previous research by examining the associations between task value priority patterns across school subjects and aspirations toward the physical and information technology- (IT-) related sciences. Study 1 measured task values of a sample of 10th graders in the United States (N = 249) across (a) physics and chemistry, (b) math, and (c) English. Study 2 measured task values of a sample of students in the second year of high school in Finland (N = 351) across (a) math and science, (b) Finnish, and (c) the arts and physical education. In both studies, students were classified into groups according to how they ranked math and science in relation to the other subjects. Regression analyses indicated that task value group membership significantly predicted subsequent aspirations toward physical and IT-related sciences measured 1-2 years later. The task value groups who placed the highest priority on math and science were significantly more likely to aspire to physical and IT-related sciences than were the other groups. These findings provide support for the theoretical assumption regarding the predictive role of intraindividual hierarchical patterns of task values for subsequent preferences and choices suggested by the Eccles [Parsons] (1983) expectancy-value model.

An Annotated Bibliography for Health Occupations: A Guide for Teachers and Students.

ERIC Educational Resources Information Center

Solon, Lindy

The bibliography is designed to assist teachers and students at the secondary level in selecting printed and audiovisual materials related to health occupations. The 115 items relate to the following occupations: dental assistant, medical laboratory aide, practical nurse, nurse assistant, rehabilitation aide, physical therapy aide, radiologic…

Preparation of physical therapists to work with handicapped infants and their families: current status and training needs.

PubMed

Cochrane, C G; Farley, B G; Wilhelm, I J

1990-06-01

The purposes of this study were to determine the current status of physical therapists' preparation to work with handicapped and at-risk infants and their families and to identify needs for infant- and family-focused training materials and curricula. Results of a telephone survey of 73 physical therapy programs and a follow-up mail survey of 14 physical therapy programs with infancy specialization options are presented. Students in entry-level programs and postprofessional master's degree programs with infancy specializations commonly received instruction in infancy-related topics. Many students received minimal or no exposure to family-related content. Family assessment and intervention were identified as the areas of highest priority for development of training materials and curricula. The results of this study provide direction for the design of infant- and family-focused training materials and curricula in physical therapy.

Reviews

NASA Astrophysics Data System (ADS)

2006-03-01

WE RECOMMEND It’s About Time: Understanding Einstein’s Relativity An excellent novel explanation of special relativity. The Plane Factory A great way to make projects more quantitative. Spacesaver Microvoltmeter This meter is robust, portable and covers a good range of voltages. Cassell’s Laws of Nature This book covers everything that governs our physical universe. J D Bernal: The Sage of Science Awell researched biography that is hard to put down. AS-Level Physics: The Revision Guide A very good, reasonably priced revision guide. WORTH A LOOK Symmetry and the Beautiful Universe This book on modern physics is fairly readable but a bit haphazard. HANDLE WITH CARE Hover Football An inferior and cheaper version of the Kick Dis. art & science Art students will get more out of this than physics students. WEB WATCH Practicalphysics.org is an excellent site, packed with useful tips and instructions for practical physics experiments. Louisa Jones describes her favourite websites about waves

Peer Group Self-Identification as a Predictor of Relational and Physical Aggression Among High School Students

PubMed Central

Pokhrel, Pallav; Sussman, Steven; Black, David; Sun, Ping

2011-01-01

BACKGROUND Adolescent peer group self-identification refers to adolescents’ affiliation with reputation-based peer groups such as “Goths” or “Jocks.” These groups tend to vary on normative characteristics, including the group members’ attitudes and behaviors. This article examined whether adolescents’ baseline peer group self-identification predicted their self-reported relational and physical aggression 1 year later. METHODS Self-report data were collected from 1614 students from 9 regular and 9 continuation (alternative) high schools in Southern California, at baseline and 1-year follow-up. Subjects’ mean baseline age was 15.21 years (SD = 1.18) and 51.6% of the subjects were female. RESULTS Findings indicated that compared with self-identified “Regular” or “Normal” students, adolescents who identified with high-risk peer groups (eg, “Druggies,” “Goths”) tended to report higher relational and physical aggression 1 year later, controlling for baseline aggression and demographic variables. In addition, adolescents’ self-identification with high-status peer groups (eg, “Jocks,” “Populars”) was predictive of higher relational aggression 1 year later. Gender and school type (ie, regular vs continuation) were not found to moderate these effects. CONCLUSIONS It appears that peer group self-identification is a salient predictor of physical and relational aggression across gender and school type. Adolescents who identify with high-risk peer groups tend to report higher levels of physical as well as relational aggression in the future. In addition, adolescents who affiliate with elite groups tend to become more relationally aggressive over time. School-based prevention programs targeting aggression may benefit from addressing the impacts of peer group self-identification on adolescents’ aggressive behavior. PMID:20529198

Physics Education Research efforts to promote diversity: Challenges and opportunities

NASA Astrophysics Data System (ADS)

Brahmia, Suzanne

2015-04-01

We begin this talk with a brief description of the gender and ethnic diversity of the physics community. We then discuss several current efforts within Physics Education Research that have the potential to further our understanding of issues surrounding underrepresentation. These efforts include research into (1) the role of community and strategies for developing effective communities; (2) physics identity and self-efficacy; (3) the affordances that students from underrepresented groups bring to physics learning; (4) socioeconomics and its impact on mathematization. One of the challenges to conducting this research is the relatively small proportion of underrepresented minority students in current physics classes, and the small number of women in physics and engineering majors. In collaboration with Stephen Kanim, New Mexico State University.

A Personalized Study Method for Learning University Physics

ERIC Educational Resources Information Center

Aravind, Vasudeva Rao; Croyle, Kevin

2017-01-01

Students learn scientific concepts and mathematical calculations relating to scientific principles by repetition and reinforcement. Teachers and instructors cannot practically spend the long time required during tutorials to patiently teach students the calculations. Usually, teachers assign homework to provide practice to students, hoping that…

Improving Students' Understanding of Electricity and Magnetism

ERIC Educational Resources Information Center

Li, Jing

2012-01-01

Electricity and magnetism are important topics in physics. Research shows that students have many common difficulties in understanding concepts related to electricity and magnetism. However, research to improve students' understanding of electricity and magnetism is limited compared to introductory mechanics. This thesis explores issues…

Hungarian University Students' Misunderstandings in Thermodynamics and Chemical Kinetics

ERIC Educational Resources Information Center

Turanyi, Tamas; Toth, Zoltan

2013-01-01

The misunderstandings related to thermodynamics (including chemical equilibrium) and chemical kinetics of first and second year Hungarian students of chemistry, environmental science, biology and pharmacy were investigated. We demonstrated that Hungarian university students have similar misunderstandings in physical chemistry to those reported in…

Reinterpretation of Students' Ideas When Reasoning about Particle Model Illustrations

ERIC Educational Resources Information Center

Langbeheim, Elon

2015-01-01

The article, "Using Animations in Identifying General Chemistry Students' Misconceptions and Evaluating Their Knowledge Transfer Relating to Particle Position in Physical Changes" (Smith and Villarreal, 2015), reports that a substantial proportion of undergraduate students expressed misconceived ideas regarding the motion of particles in…

The use of physical and virtual manipulatives in an undergraduate mechanical engineering (Dynamics) course

NASA Astrophysics Data System (ADS)

Pan, Edward A.

Science, technology, engineering, and mathematics (STEM) education is a national focus. Engineering education, as part of STEM education, needs to adapt to meet the needs of the nation in a rapidly changing world. Using computer-based visualization tools and corresponding 3D printed physical objects may help nontraditional students succeed in engineering classes. This dissertation investigated how adding physical or virtual learning objects (called manipulatives) to courses that require mental visualization of mechanical systems can aid student performance. Dynamics is one such course, and tends to be taught using lecture and textbooks with static diagrams of moving systems. Students often fail to solve the problems correctly and an inability to mentally visualize the system can contribute to student difficulties. This study found no differences between treatment groups on quantitative measures of spatial ability and conceptual knowledge. There were differences between treatments on measures of mechanical reasoning ability, in favor of the use of physical and virtual manipulatives over static diagrams alone. There were no major differences in student performance between the use of physical and virtual manipulatives. Students used the physical and virtual manipulatives to test their theories about how the machines worked, however their actual time handling the manipulatives was extremely limited relative to the amount of time they spent working on the problems. Students used the physical and virtual manipulatives as visual aids when communicating about the problem with their partners, and this behavior was also seen with Traditional group students who had to use the static diagrams and gesture instead. The explanations students gave for how the machines worked provided evidence of mental simulation; however, their causal chain analyses were often flawed, probably due to attempts to decrease cognitive load. Student opinions about the static diagrams and dynamic models varied by type of model (static, physical, virtual), but were generally favorable. The Traditional group students, however, indicated that the lack of adequate representation of motion in the static diagrams was a problem, and wished they had access to the physical and virtual models.

Improving Physical Fitness and Cognitive Functions in Middle School Students: Study Protocol for the Chinese Childhood Health, Activity and Motor Performance Study (Chinese CHAMPS).

PubMed

Zhou, Zhixiong; Dong, Shanshan; Yin, Jun; Fu, Quan; Ren, Hong; Yin, Zenong

2018-05-14

Background : Sedentary lifestyles and their associated harmful consequences are public health concerns that impact more than half of the world's youth population in both developed and developing countries. Methods : The Chinese Childhood Health; Activity and Motor Performance Study (Chinese CHAMPS) was a cluster randomized controlled trial to modify school physical activity policies and the physical education (PE) curriculum; using teacher training and parent engagement to increase opportunities and support students' physical activity and healthy eating. Using a 2 × 2 factorial design, the study tested the incremental effects of increasing the amount and intensity of physical activity, alongside adding support for healthy eating, on health-related and cognitive function outcomes in Chinese middle school students. Results : The intervention was implemented by PE teachers in 12 middle schools in three Chinese cities, with a targeted enrollment of 650 students from August 2015⁻June 2016. The assessment of the outcomes involved a test battery of physical fitness and cognitive functioning at both baseline and at the end of the intervention. Process information on implementation was also collected. Discussion : The Chinese CHAMPS is a multi-level intervention that is designed to test the influences of policy and environmental modifications on the physical activity and eating behaviors of middle school students. It also addresses some key weaknesses in school-based physical activity interventions.

Student views on the effective teaching of physical examination skills: a qualitative study.

PubMed

Martens, Merel J C; Duvivier, Robbert J; van Dalen, Jan; Verwijnen, G Maarten; Scherpbier, Albert J J A; van der Vleuten, Cees P M

2009-02-01

The lack of published studies into effective skills teaching in clinical skills centres inspired this study of student views of the teaching behaviours of skills teachers. We organised focus group discussions with students from Years 1-3 of a 6-year undergraduate medical curriculum. A total of 30 randomly selected students, divided into three groups, took part in two sessions. They discussed what teaching skills helped them to acquire physical examination skills. Students' opinions related to didactic skills, interpersonal and communication skills and preconditions. Students appreciated didactic skills that stimulate deep and active learning. Another significant set of findings referred to teachers' attitudes towards students. Students wanted teachers to be considerate and to take them seriously. This was reflected in student descriptions of positive behaviours, such as: 'responding to students' questions'; 'not exposing students' weaknesses in front of the group', and '[not] putting students in an embarrassing position in skill demonstrations'. They also appreciated enthusiasm in teachers. Important preconditions included: the integration of skills training with basic science teaching; linking of skills training to clinical practice; the presence of clear goals and well-structured sessions; good time management; consistency of teaching, and the appropriate personal appearance of teachers and students. The teaching skills and behaviours that most facilitate student acquisition of physical examination skills are interpersonal and communication skills, followed by a number of didactic interventions, embedded in several preconditions. Findings related to interpersonal and communication skills are comparable with findings pertaining to the teaching roles of tutors and clinical teachers; however, the didactic skills merit separate attention as teaching skills for use in skills laboratories. The results of this study should be complemented by a study performed in a larger population and a study exploring teachers' views.

75 FR 34891 - Carol M. White Physical Education Program; Catalog of Federal Domestic Assistance (CFDA) Number...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-18

...The Assistant Deputy Secretary for Safe and Drug-Free Schools announces priorities, requirements, and definitions for the Carol M. White Physical Education Program (PEP). The Assistant Deputy Secretary may use one or more of these priorities, requirements, and definitions for competitions in fiscal year (FY) 2010 and later years. We take this action to align PEP projects more closely with best practices and research related to improving children's health and fitness, to improve students' physical activity, and to improve students' ability to meet their State physical education standards.

Particle Physics: From School to University.

ERIC Educational Resources Information Center

Barlow, Roger

1992-01-01

Discusses the teaching of particle physics as part of the A-level physics course in British secondary schools. Utilizes the quark model of hadrons and the conceptual kinematics of particle collisions, as examples, to demonstrate practical instructional possibilities in relation to student expectations. (JJK)

Injury and Inclusion: Understanding Common Legal Concerns in Physical Education

ERIC Educational Resources Information Center

McCoy, Lauren; Esslinger, Keri; Baghurst, Timothy

2017-01-01

Physical education teachers are often focused on the many benefits of physical education to students, but there must also be a consideration of risk. How can the risks in physical education be minimized to maximize the benefits? One way to accomplish this goal is to increase physical educators' understanding of the legal risks related to…

A 30-Minute Physical Education Program Improves Students' Executive Attention

ERIC Educational Resources Information Center

Kubesch, Sabine; Walk, Laura; Spitzer, Manfred; Kammer, Thomas; Lainburg, Alyona; Heim, Rudiger; Hille, Katrin

2009-01-01

Physical activity is not only beneficial to physical health but also to cognitive functions. In particular, executive functions that are closely related to learning achievement can be improved by acute and recurring physical activity. We examined the effects of a single 30-min physical education program in contrast to a 5-min movement break on…

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.

Women in physics in the Netherlands: Progress and developments

NASA Astrophysics Data System (ADS)

Rudolf, Petra; de Graaf, Noortje; Koornstra, Renée-Andrée; van Tijn, Paula; Kool, Dorien

2015-12-01

The visibility of women and the awareness of a healthy gender balance in physics in the Netherlands have clearly improved over the last few years. Initiatives to promote women and their possibilities to pursue a career in physics are plentiful and commendable. Nevertheless, the numbers do not yet show the desired impact of all these initiatives. Although student numbers have increased, the percentage of female first-year student remains at approximately 13% of the total students in physics. Similarly, the relative numbers of female PhD candidates and postdocs have been stable over the last years at (both) approximately 20% to 25%. Despite the number of women obtaining a PhD in physics and continuing a scientific career as postdoc, the presence of women further up on the scientific ladder in physics remains strikingly low. We will here focus on the current status, ambitions, and initiatives in the Netherlands to promote women, and especially to keep them, in physics.

Swedish Upper Secondary Students' Views of the Origin and Development of the Universe

ERIC Educational Resources Information Center

Hansson, Lena; Redfors, Andreas

2006-01-01

The article is addressing how students reason about the origin and development of the universe. Students' own views as well as their descriptions of physical models are analysed. Data consists of written surveys, and interviews of a subset of the students. Most of the students relate to the Big Bang model when describing the origin of the…

Facilitating students' application of the integral and the area under the curve concepts in physics problems

NASA Astrophysics Data System (ADS)

Nguyen, Dong-Hai

This research project investigates the difficulties students encounter when solving physics problems involving the integral and the area under the curve concepts and the strategies to facilitate students learning to solve those types of problems. The research contexts of this project are calculus-based physics courses covering mechanics and electromagnetism. In phase I of the project, individual teaching/learning interviews were conducted with 20 students in mechanics and 15 students from the same cohort in electromagnetism. The students were asked to solve problems on several topics of mechanics and electromagnetism. These problems involved calculating physical quantities (e.g. velocity, acceleration, work, electric field, electric resistance, electric current) by integrating or finding the area under the curve of functions of related quantities (e.g. position, velocity, force, charge density, resistivity, current density). Verbal hints were provided when students made an error or were unable to proceed. A total number of 140 one-hour interviews were conducted in this phase, which provided insights into students' difficulties when solving the problems involving the integral and the area under the curve concepts and the hints to help students overcome those difficulties. In phase II of the project, tutorials were created to facilitate students' learning to solve physics problems involving the integral and the area under the curve concepts. Each tutorial consisted of a set of exercises and a protocol that incorporated the helpful hints to target the difficulties that students expressed in phase I of the project. Focus group learning interviews were conducted to test the effectiveness of the tutorials in comparison with standard learning materials (i.e. textbook problems and solutions). Overall results indicated that students learning with our tutorials outperformed students learning with standard materials in applying the integral and the area under the curve concepts to physics problems. The results of this project provide broader and deeper insights into students' problem solving with the integral and the area under the curve concepts and suggest strategies to facilitate students' learning to apply these concepts to physics problems. This study also has significant implications for further research, curriculum development and instruction.

A student-centered approach for developing active learning: the construction of physical models as a teaching tool in medical physiology.

PubMed

Rezende-Filho, Flávio Moura; da Fonseca, Lucas José Sá; Nunes-Souza, Valéria; Guedes, Glaucevane da Silva; Rabelo, Luiza Antas

2014-09-15

Teaching physiology, a complex and constantly evolving subject, is not a simple task. A considerable body of knowledge about cognitive processes and teaching and learning methods has accumulated over the years, helping teachers to determine the most efficient way to teach, and highlighting student's active participation as a means to improve learning outcomes. In this context, this paper describes and qualitatively analyzes an experience of a student-centered teaching-learning methodology based on the construction of physiological-physical models, focusing on their possible application in the practice of teaching physiology. After having Physiology classes and revising the literature, students, divided in small groups, built physiological-physical models predominantly using low-cost materials, for studying different topics in Physiology. Groups were followed by monitors and guided by teachers during the whole process, finally presenting the results in a Symposium on Integrative Physiology. Along the proposed activities, students were capable of efficiently creating physiological-physical models (118 in total) highly representative of different physiological processes. The implementation of the proposal indicated that students successfully achieved active learning and meaningful learning in Physiology while addressing multiple learning styles. The proposed method has proved to be an attractive, accessible and relatively simple approach to facilitate the physiology teaching-learning process, while facing difficulties imposed by recent requirements, especially those relating to the use of experimental animals and professional training guidelines. Finally, students' active participation in the production of knowledge may result in a holistic education, and possibly, better professional practices.

Identifying Country-Specific Cultures of Physics Education: A differential item functioning approach

NASA Astrophysics Data System (ADS)

Mesic, Vanes

2012-11-01

In international large-scale assessments of educational outcomes, student achievement is often represented by unidimensional constructs. This approach allows for drawing general conclusions about country rankings with respect to the given achievement measure, but it typically does not provide specific diagnostic information which is necessary for systematic comparisons and improvements of educational systems. Useful information could be obtained by exploring the differences in national profiles of student achievement between low-achieving and high-achieving countries. In this study, we aimed to identify the relative weaknesses and strengths of eighth graders' physics achievement in Bosnia and Herzegovina in comparison to the achievement of their peers from Slovenia. For this purpose, we ran a secondary analysis of Trends in International Mathematics and Science Study (TIMSS) 2007 data. The student sample consisted of 4,220 students from Bosnia and Herzegovina and 4,043 students from Slovenia. After analysing the cognitive demands of TIMSS 2007 physics items, the correspondent differential item functioning (DIF)/differential group functioning contrasts were estimated. Approximately 40% of items exhibited large DIF contrasts, indicating significant differences between cultures of physics education in Bosnia and Herzegovina and Slovenia. The relative strength of students from Bosnia and Herzegovina showed to be mainly associated with the topic area 'Electricity and magnetism'. Classes of items which required the knowledge of experimental method, counterintuitive thinking, proportional reasoning and/or the use of complex knowledge structures proved to be differentially easier for students from Slovenia. In the light of the presented results, the common practice of ranking countries with respect to universally established cognitive categories seems to be potentially misleading.

Dropping Knowledge Like Frozen Pumpkins: Successful Physics Outreach

NASA Astrophysics Data System (ADS)

Hook, E. A.

2011-12-01

The Society of Physics Students (SPS) is a professional organization specifically designed for college students. A main purpose of SPS is to develop college students into effective members of the physics community; one of the best ways to do this is by promoting science outreach. College students are in a prime position to engage the public in outreach to increase scientific literacy: they're easier for younger, school-age students to identify with, they can reach young adults in a unique way, and they're old enough to seriously engage the general public. SPS helps hundreds of college chapters across the country engage in outreach. One such chapter is at Rhodes College in Memphis, TN. The Rhodes College SPS chapter is active both in K12 schools and on its campus. Rhodes developed a position within its SPS structure to include an officer specifically related to handling outreach. For K12 schools this involved contacting teachers, organizing lessons, and holding training sessions for the college students preparing to teach the lessons. Rhodes SPS also focuses on campus outreach and trying to disabuse students of the notion that physics is stuffy, boring, and only for geniuses. Every fall, Rhodes SPS hosts an extremely popular annual Pumpkin Drop, as well as hosting demo shows, observatory open houses, and contests throughout the year for its students. One of the best received campus outreach programs is something called 'Stall Stories,' where SPS publishes a page flyer that goes in bathrooms around campus involving fun physics, a comic, and a list of SPS events. Rhodes SPS, like the national organization, has the goal of improving physics literacy among K12 students, college students, and the general public through effective outreach.

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…

A multilevel examination of school and student characteristics associated with moderate and high levels of physical activity among elementary school students (Ontario, Canada).

PubMed

Hobin, Erin P; Leatherdale, Scott T; Manske, Steve R; Robertson-Wilson, Jennifer

2010-01-01

Schools represent an important environment for physical activity (PA) promotion among youth. Schools can promote PA through policies and programs but our understanding of how these school characteristics associate with student PA levels is largely unknown. Developing this understanding is critical for implementing new prevention interventions. The aim of this study was to identify the school- and student-related characteristics associated with moderate and high levels of PA in a sample of Ontario elementary schools. Using multi-level logistic regression analyses, we explored the school- and student-level characteristics associated with being moderately and highly active using data collected from administrators and from students in grades 5 to 8 at 30 elementary schools in Ontario. Students' PA levels, sex, grade, and the number of physical education classes per week were linked to school environment data--specifically, a school's chosen implementation model for daily physical activity and whether it offers intramural and interschool PA programming. Findings indicate that there was significant between-school variation for being moderately and highly active. Students were less likely to be moderately or highly active if they attended a school offering interschool PA programming. An important student characteristic positively associated with student PA levels included participating in at least two physical education classes per week. The residual differences in PA by school suggest that school-level characteristics facilitate higher levels of student PA beyond individual-level factors. Although most variation in student PA lies between students within schools, there is sufficient between-school variation to be of interest to practitioners and policy-makers.

Associations between Physical and Relational Forms of Peer Aggression and Victimization and Risk for Substance Use among Elementary School-Age Youths

ERIC Educational Resources Information Center

Fite, Paula J.; Gabrielli, Joy; Cooley, John L.; Rubens, Sonia L.; Pederson, Casey A.; Vernberg, Eric M.

2016-01-01

This study examined associations between physical and relational forms of aggression and victimization and risk for willingness to engage in substance use and actual use in a sample of 231 (50% male) second- through fourth-grade students (mean age = 8.3 years). Physical aggression was more strongly associated with risk for substance use outcomes…

Science Activities for Children 3 to 9 Years Old.

ERIC Educational Resources Information Center

Nelson, Bonnie E.

Activities in the life and physical sciences are provided (in separate sections) for preschool and elementary school students. Life science activities include those related to plants, soil, habitats, fossils, animals, life cycles, food chains, nutrition, and other biologically-oriented topics. Physical science activities include those related to…

Outstanding Science Trade Books for Students K-12.

ERIC Educational Resources Information Center

Science Teacher, 2003

2003-01-01

Presents outstanding science trade books published in 2002 for students in grades K-12. Sections include Archaeology, Anthropology, and Paleontology; Biography; Environment and Ecology; Life Science; Physical Science; and Science-Related Careers. (KHR)

An IYPT-based undergraduate physics tournament in China

NASA Astrophysics Data System (ADS)

Li, Chuanyong; Song, Feng; Liu, Yubin; Sun, Qian

2013-03-01

International Young Physicists' Tournament (IYPT) is a team-oriented scientific competition of secondary school students. The participants present their solutions to scientific problems they have prepared over several months and discuss their solutions with other teams. It can also be implemented in university level as its physics problems are all open questions and have no standard answers, especially suitable for undergraduates' ability training in China. The annual tournament of physics learning of undergraduates in our school of physics was started in 2008. Each year, there are 15-18 teams, 20 more student volunteers and 30 more faculty jurors involved. The students benefited in different ways. It is project-based, requiring students to solve the problems in a research way. Team work is developed in both experimenting and discussing stages. The knowledge learned in classrooms can be used to solve these practical and life-related problems, raising their interest and initiative in physics learning. Finally, they are building up their skills in scientific presentation and communication. An IYPT-based program called CUPT (China undergraduate physics tournament) was launched in 2010 and annually attracts about 40 universities to attend. It gains its important role in physics education. National Fund for Talent Training in Basic Sciences (J1103208)

Exercise and academic performance among nursing and kinesiology students at US colleges.

PubMed

Bellar, David; Judge, Lawrence W; Petersen, Jeffrey; Bellar, Ann; Bryan, Charity L

2014-01-01

Lack of physical activity is a contributor to the obesity epidemic and is speculated to relate to reduced academic performance; however, this link has yet to be examined within the college population. The purpose of this study in a group of undergraduate students, was to determine if aerobic exercise activity was related to academic performance. The participants for this study included 740 students at multiple universities enrolled in nursing and kinesiology studies. The participants completed the Leisure and Physical Activity Questionnaire. Pearson's χ(2) analysis revealed differences in grade point average with aerobic activity (χ(2) = 44.29, P ≤ 0.001) as well as a trend toward differences in grade point average with weightlifting activity (χ(2) = 22.69, P = 0.61). Based on these findings it can be suggested that college students engage in greater aerobic exercise.

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

Improving computer usage for students with physical disabilities through a collaborative approach: a pilot study.

PubMed

Borgestig, Maria; Falkmer, Torbjörn; Hemmingsson, Helena

2013-11-01

The aim of this study was to evaluate the effect of an assistive technology (AT) intervention to improve the use of available computers as assistive technology in educational tasks for students with physical disabilities during an ongoing school year. Fifteen students (aged 12-18) with physical disabilities, included in mainstream classrooms in Sweden, and their teachers took part in the intervention. Pre-, post-, and follow-up data were collected with Goal Attainment Scaling (GAS), a computer usage diary, and with the Psychosocial Impact of Assistive Devices Scale (PIADS). Teachers' opinions of goal setting were collected at follow-up. The intervention improved the goal-related computer usage in educational tasks and teachers reported they would use goal setting again when appropriate. At baseline, students reported a positive impact from computer usage with no differences over time regarding the PIADS subscales independence, adaptability, or self-esteem. The AT intervention showed a positive effect on computer usage as AT in mainstream schools. Some additional support to teachers is recommended as not all students improved in all goal-related computer usage. A clinical implication is that students' computer usage can be improved and collaboratively established computer-based strategies can be carried out by teachers in mainstream schools.

Physics Instructional Resource Usage by High-, Medium-, and Low-Skilled MOOC Students

NASA Astrophysics Data System (ADS)

Balint, Trevor A.; Teodorescu, Raluca; Colvin, Kimberly; Choi, Youn-Jeng; Pritchard, David

2017-04-01

In this paper we examine how different types of participants in a physics Massive Open Online Course (MOOC) tend to use the existing course resources. We use data from the 2013 offering of the Massive Open Online Course 8.MReVx designed by the RELATE (REsearch in Learning Assessing and Tutoring Effectively) Group at the Massachusetts Institute of Technology and offered on the edX platform. We propose six measures of student performance in a course, and, based on these measures, we divide the student population into clusters and analyze the resource usage of the students from each cluster. This course contains a wide variety of physics problems targeting various levels of thinking. Our analysis focuses on 1080 participants (out of 16,787 enrolled in the course) who attempted more than 50% of available problems, as this is an indicator of students who participated actively in the entire course.

Enabling Students to Develop a Scientific Mindset

NASA Astrophysics Data System (ADS)

Kalman, Calvin

2010-02-01

This paper is centered on getting students to understand the nature of science (NOS) by considering historical material in relation to modern philosophers of science. This paper incorporates the methodology of contrasting cases in the calculus-based introductory physics course on optics and modern physics. Students study one philosopher all semester as a group project and report regularly on how their philosopher would view the subject matter of the course. Almost all of the students were able to argue successfully on the final examination about all three philosophers. Students become aware that the same textual material can be viewed in a variety of ways. The answers that students give about the NOS have become clearer at the end of the course.

School district wellness policy quality and weight-related outcomes among high school students in Minnesota

PubMed Central

Hoffman, Pamela K.; Davey, Cynthia S.; Larson, Nicole; Grannon, Katherine Y.; Hanson, Carlie; Nanney, Marilyn S.

2016-01-01

Weight-related outcomes were examined among high school students in Minnesota public school districts according to the quality of district wellness policies. Wellness policy strength and comprehensiveness were scored using the Wellness School Assessment Tool (WellSAT) for 325 Minnesota public school districts in 2013. The associations between WellSAT scores and district-level means of high school student responses to a statewide survey of health behaviors were examined in this ecologic study. WellSAT Total Strength and Total Comprehensiveness scores were positively associated with both student mean Body Mass Index (BMI) percentile (Strength: P = 0.018, Comprehensiveness: P = 0.031) and mean percent overweight or obese (Strength: P = 0.008, Comprehensiveness: P = 0.026), but only in districts with >50% of students eligible for Free or Reduced-Price Lunches (FRPLs), or ‘high FRPL districts’. WellSAT Physical Education and Physical Activity subscale scores were also positively associated with the mean days per week students engaged in physical activity for ≥ 60 min in high FRPL districts (Strength: P = 0.008, Comprehensiveness: P = 0.003) and in low FRPL districts (<35% eligible) for Strength score: (P = 0.027). In medium FRPL districts (35–50% eligible), Nutrition Education and Wellness Promotion Strength and Comprehensiveness subscale scores were positively associated with, respectively, daily servings of vegetables (P = 0.037) and fruit (P = 0.027); and WellSAT Total scores were positively associated with daily vegetable servings (Strength: P = 0.037, Comprehensiveness: P = 0.012). Administrators of economically disadvantaged school districts with a higher percentage of overweight students may be recognizing the need for stronger wellness policies and the specific importance of implementing policies pertaining to physical activity as a means to improve student health. PMID:26850060

Determinants of health-related quality of life in international graduate students.

PubMed

Ogunsanya, Motolani E; Bamgbade, Benita A; Thach, Andrew V; Sudhapalli, Poojee; Rascati, Karen L

2018-04-01

International graduate students often experience additional levels of stress due to acculturation. Given the impact of stress on health outcomes (both physical and mental), this study examined the health-related quality of life (HRQoL) in international graduate students to determine its association with acculturative stress, perceived stress, and use of coping mechanisms. A cross-sectional, self-administered survey was designed and sent to 38 student chapters within the International Society for Pharmacoeconomics and Outcomes Research (ISPOR) student network. HRQoL [physical component summary (PCS) and mental component summary (MCS)] was measured using the 12-item Short Form (SF-12) while coping mechanisms were assessed using the Brief COPE Scale. Acculturative and perceived stress were assessed using the Acculturative Stress Scale for International students [ASSIS] and Graduate Stress Inventory-Revised (GSI-R), respectively. Demographic and personal information (e.g. age, religion) were also collected. Descriptive statistics (mean ± SD and frequency) and hierarchical multiple regression analysis were conducted. The average PCS and MCS were 60 ± 9 and 44 ± 13, respectively, indicating that while the physical health was above the United States (US) general population norm (50), mental health scores were lower. Findings from the hierarchical multiple regression showed that perceived and acculturative stress significantly predicted mental health. Acculturative stress was also a significant predictor of physical health. The results from this study support the hypothesis that international students in the US experience both perceived and acculturative stress that significantly impacts their HRQoL. Universities should consider providing education on stress reduction techniques to improve the health of international graduate students. Copyright © 2018 Elsevier Inc. All rights reserved.

Schools That Make a Difference to Post-Compulsory Uptake of Physical Science Subjects: Some comparative case studies in England

NASA Astrophysics Data System (ADS)

Bennett, Judith; Lubben, Fred; Hampden-Thompson, Gillian

2013-03-01

This paper presents the findings of the qualitative component of a combined methods research study that explores a range of individual and school factors that influence the uptake of chemistry and physics in post-compulsory study in England. The first phase involves using the National Pupil Database to provide a sampling frame to identify four matched pairs of high-uptake and low-uptake schools by salient school factors. Case studies of these eight schools indicate that students employ selection strategies related to their career aspirations, their sense of identity and tactics, and their prior experience. The school factors influencing subject choice relate to school management, student support and guidance, and student empowerment. The most notable differences between students in high-uptake and low-uptake schools are that students in high-uptake schools appear to make a proactive choice in relation to career aspirations, rather than a reactive choice on the basis of past experience. Schools with a high uptake offer a diverse science curriculum in the final two years of compulsory study, set higher examination entry requirements for further study and, crucially, provide a range of opportunities for students to interact with the world of work and to gain knowledge and experience of science-related careers.

General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction

NASA Astrophysics Data System (ADS)

Kersting, Magdalena; Henriksen, Ellen Karoline; Bøe, Maria Vetleseter; Angell, Carl

2018-06-01

Because of its abstract nature, Albert Einstein's theory of general relativity is rarely present in school physics curricula. Although the educational community has started to investigate ways of bringing general relativity to classrooms, field-tested educational material is rare. Employing the model of educational reconstruction, we present a collaborative online learning environment that was introduced to final year students (18-19 years old) in six Norwegian upper secondary physics classrooms. Design-based research methods guided the development of the learning resources, which were based on a sociocultural view of learning and a historical-philosophical approach to teaching general relativity. To characterize students' learning from and interaction with the learning environment we analyzed focus group interviews and students' oral and written responses to assigned problems and discussion tasks. Our findings show how design choices on different levels can support or hinder understanding of general relativity, leading to the formulation of design principles that help to foster qualitative understanding and encourage collaborative learning. The results indicate that upper secondary students can obtain a qualitative understanding of general relativity when provided with appropriately designed learning resources and sufficient scaffolding of learning through interaction with teacher and peers.

Amazing Physics: Learning about Work, Energy and Projectile Motion in a Historical Context

ERIC Educational Resources Information Center

Tural, Guner

2013-01-01

Teaching physics through a historical context provides effective learning and increases students' motivation for and interest in physics. For example, trebuchets and mangonels may be interesting historical contexts for learning about energy, work, and projectile motion. In this study, the implementation of physics lessons related to these subjects…

A Prospective Study on Changes of Cognitions, Interpersonal Influences, and Physical Activity in Taiwanese Youth

ERIC Educational Resources Information Center

Wu, Tsu-Yin; Jwo, Jun-Ling

2005-01-01

The decline of physical activity during adolescence is not well understood. This prospective study followed 969 Taiwanese students from eighth to ninth grade and examined their physical activity-related cognitions, interpersonal influences, and behavior of physical activity across the grade transition. Gender differences were found in the effects…

Patterns of Physical Activity Outside of School Time among Japanese Junior High School Students

ERIC Educational Resources Information Center

He, Li; Ishii, Kaori; Shibata, Ai; Adachi, Minoru; Nonoue, Keiko; Oka, Koichiro

2013-01-01

Background: Physical activity is beneficial for adolescent health. The physical activity patterns of Japanese adolescents are relatively unknown. Therefore, this study aimed to describe the current patterns of physical activity and to identify sex and grade differences among them. Methods: The participants comprised 714 Japanese adolescents aged…

Is Your Physical Education Program Ready to Combat Obesity?

ERIC Educational Resources Information Center

Strategies: A Journal for Physical and Sport Educators, 2004

2004-01-01

According to a survey by the National Association for Sport and Physical Education, over 76% of parents concerned about the escalating childhood obesity rates and the rise of Type II diabetes, see daily physical activity as key to optima health and academic success. Physical education program should help students develop health-related fitness,…

Relations among physical activity patterns, lifestyle activities, and fundamental movement skills for Finnish students in grade 7.

PubMed

Jaakkola, Timo; Kalaja, Sami; Liukkonen, Jarmo; Jutila, Ari; Virtanen, Petri; Watt, Anthony

2009-02-01

To investigate the relations among leisure time physical activity and in sport clubs, lifestyle activities, and the locomotor, balance manipulative skills of Grade 7 students participating in Finnish physical education at a secondary school in central Finland completed self-report questionnaires on their physical activity patterns at leisure time and during sport club participation, and time spent watching television and using the computer and other electronic media. Locomotor skills were analyzed by the leaping test, balance skills by the flamingo standing test, and manipulative skills by the accuracy throwing test. Analysis indicated physical activity in sport clubs positively explained scores on balance and locomotor tests but not on accuracy of throwing. Leisure time physical activity and lifestyle activities were not statistically significant predictors of performance on any movement skill tests. Girls scored higher on the static balance skill and boys higher on the throwing task. Overall, physical activity in sport clubs was more strongly associated with performance on the fundamental movement tasks than was physical activity during leisure.

A Comprehensive Program to Prepare Graduate Students for Careers in College or University Teaching

NASA Astrophysics Data System (ADS)

Krane, K. S.

1999-05-01

Although most universities do a superb job of training graduate students in research, relatively few offer training to enable M.S. or Ph.D. students to achieve the same level of mastery in teaching as a preparation for a career as a faculty member in a college or university. At Oregon State University we offer a comprehensive program that prepares students for a variety of careers in physics teaching. For students interested in teaching at a two-year college, we offer a M.S. degree with a specialty in physics education along with a strongly mentored teaching intern program at a local community college. For Ph.D. students, we offer a seminar that addresses a full range of pedagogical and methodological issues involved in physics teaching, an apprentice program that pairs each student with a faculty member of recognized teaching ability, and a capstone experience (following the completion of the Ph.D. dissertation) as an instructor to fill sabbatical or other vacancies. The impact of the program is measured by its extraordinarily high success at placing students in teaching jobs.

Increasing students' physical activity during school physical education: rationale and protocol for the SELF-FIT cluster randomized controlled trial.

PubMed

Ha, Amy S; Lonsdale, Chris; Lubans, David R; Ng, Johan Y Y

2017-07-11

The Self-determined Exercise and Learning For FITness (SELF-FIT) is a multi-component school-based intervention based on tenets of self-determination theory. SELF-FIT aims to increase students' moderate-to-vigorous physical activity (MVPA) during physical education lessons, and enhance their autonomous motivation towards fitness activities. Using a cluster randomized controlled trial, we aim to examine the effects of the intervention on students' MVPA during school physical education. Secondary 2 students (approximately aged 14 years) from 26 classes in 26 different schools will be recruited. After baseline assessments, students will be randomized into either the experimental group or wait-list control group using a matched-pair randomization. Teachers allocated to the experimental group will attend two half-day workshops and deliver the SELF-FIT intervention for 8 weeks. The main intervention components include training teachers to teach in more need supportive ways, and conducting fitness exercises using a fitness dice with interchangeable faces. Other motivational components, such as playing music during classes, are also included. The primary outcome of the trial is students' MVPA during PE lessons. Secondary outcomes include students' leisure-time MVPA, perceived need support from teachers, need satisfaction, autonomous motivation towards physical education, intention to engage in physical activity, psychological well-being, and health-related fitness (cardiorespiratory and muscular fitness). Quantitative data will be analyzed using multilevel modeling approaches. Focus group interviews will also be conducted to assess students' perceptions of the intervention. The SELF-FIT intervention has been designed to improve students' health and well-being by using high-intensity activities in classes delivered by teachers who have been trained to be autonomy needs supportive. If successful, scalable interventions based on SELF-FIT could be applied in physical education at large. The trial is registered at the Australia New Zealand Clinical Trial Registry (Trial ID: ACTRN12615000633583 ; date of registration: 18 June 2015).

Cascade Outreach Competitions for schools - an efficient way to introduce Particle Physics to many students

NASA Astrophysics Data System (ADS)

Watkins, Peter; Long, Lynne

2016-04-01

The Particle Physics group at the University of Birmingham has tried many different formats for Outreach competitions over recent years. We have found that a Cascade competition is a very efficient way to introduce Particle Physics concepts and experiments to a wide range of students. Small groups of students research, prepare and deliver a short presentation to other students. We will describe variations on the format of this type of competition and include some examples from our winning entries. All the material that we have used for these competitions is freely available on the web which we hope will make it easier for more groups to try similar competitions in the future. The name Cascade emphasises that the competition aims to introduce and inform many students about Particle Physics. However relatively limited time is required from researchers and teachers to enable this. The students research the material themselves and give their presentations, which often include novel demonstrations well matched to the target age group, to younger students or students of their own age. The participants also gain valuable experience in teamwork from the challenge of producing and delivering a clear and interesting talk by all members of the team, as well as improving their own understanding of the subject during the process.

The role of physicality in rich programming environments

NASA Astrophysics Data System (ADS)

Liu, Allison S.; Schunn, Christian D.; Flot, Jesse; Shoop, Robin

2013-12-01

Computer science proficiency continues to grow in importance, while the number of students entering computer science-related fields declines. Many rich programming environments have been created to motivate student interest and expertise in computer science. In the current study, we investigated whether a recently created environment, Robot Virtual Worlds (RVWs), can be used to teach computer science principles within a robotics context by examining its use in high-school classrooms. We also investigated whether the lack of physicality in these environments impacts student learning by comparing classrooms that used either virtual or physical robots for the RVW curriculum. Results suggest that the RVW environment leads to significant gains in computer science knowledge, that virtual robots lead to faster learning, and that physical robots may have some influence on algorithmic thinking. We discuss the implications of physicality in these programming environments for learning computer science.

University Students Explaining Adiabatic Compression of an Ideal Gas--A New Phenomenon in Introductory Thermal Physics

ERIC Educational Resources Information Center

Leinonen, Risto; Asikainen, Mervi A.; Hirvonen, Pekka E.

2012-01-01

This study focuses on second-year university students' explanations and reasoning related to adiabatic compression of an ideal gas. The phenomenon was new to the students, but it was one which they should have been capable of explaining using their previous upper secondary school knowledge. The students' explanations and reasoning were…

Comparative Study of Bullying Victimization among Students in General and Special Education

ERIC Educational Resources Information Center

Hartley, Michael T.; Bauman, Sheri; Nixon, Charisse L.; Davis, Stan

2015-01-01

Research on bullying is an important avenue for understanding the social integration of students in special education. Focused on 3,305 students who self-reported victimization of two to three times per month or more, this study compared the pattern of verbal, relational, and physical bullying among students in general education and special…

Teaching Science through Physical Education.

ERIC Educational Resources Information Center

Kumar, David; Whitehurst, Michael

1997-01-01

Physical education can serve as a vehicle for teaching science and make student understanding of certain personal health-related science concepts meaningful. Describes activities involving the musculoskeletal system, the nervous system, and the cardiovascular system. (DKM)

45 CFR 605.37 - Nonacademic services.

Code of Federal Regulations, 2013 CFR

2013-10-01

... Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NONDISCRIMINATION..., physical recreational athletics, transportation, health services, recreational activities, special interest... than are nonhandicapped students with similar interests and abilities. (c) Physical education and...

The Self-Concept of Deaf/Hard-of-Hearing and Hearing Students.

PubMed

Mekonnen, Mulat; Hannu, Savolainen; Elina, Lehtomäki; Matti, Kuorelahti

2016-10-01

The present study investigated the self-concept of deaf and hard-of-hearing (DHH) students in different educational settings compared with those of hearing students in Ethiopia. The research involved a sample of 103 Grade 4 students selected from 7 towns in Ethiopia. They were selected from a special school for the deaf, a special class for the deaf, and a regular school. The Self-Description Questionnaire I (Marsh, 1990) was used to measure the children's self-concept. The study results indicated that, in comparison with their hearing peers, DHH students had a lower self-concept in the areas of general self, general school, reading, and parental relations. The DHH students in the special school showed a higher self-concept in regard to their physical appearance than the hearing and DHH students in the special class. There were no statistically significant differences between the groups in the self-concept dimensions of peer relations, mathematics, and physical abilities. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Gender Matters: The Relationship between Social Anxiety and Alcohol-Related Consequences

PubMed Central

Schry, Amie R.; Norberg, Melissa M.; Maddox, Brenna B.; White, Susan W.

2014-01-01

Background and Objectives Identification of risk factors for alcohol-related consequences is an important public health concern. Both gender and social anxiety have been associated with alcohol-related consequences broadly, but it is unknown whether these variables are differentially related to specific types of alcohol-related consequences for American college students. Methods In the present study, 573 undergraduate students (M age = 19.86 years, SD = 1.40; range 18 to 25; 68.9% female) completed an on-line assessment of social anxiety, alcohol use, and four types of alcohol-related consequences (personal, social, physical, and role). Poisson regressions were run to examine social anxiety, gender, and the interaction between social anxiety and gender as predictors of each type of alcohol-related consequences. Results After controlling for alcohol use, social anxiety was positively associated with all four types of consequences, and females endorsed higher rates of physical, personal, and role consequences. The interaction between social anxiety and gender was statistically significant only for physical consequences, with social anxiety having a stronger effect for males. Discussion and Conclusions These findings, which diverge somewhat from those of a prior study with Australian college students, are discussed in the context of a biopsychosocial model of social anxiety and substance use problems. Scientific Significance This study highlights the importance of further investigating cultural differences in the relationships among social anxiety, gender, and alcohol-related consequences. PMID:25541722

Health-related quality of life among heavy-drinking college students.

PubMed

Monahan, Christopher J; Bracken-Minor, Katherine L; McCausland, Claudia M; McDevitt-Murphy, Meghan E; Murphy, James G

2012-03-01

To examine unique contributions of depression, alcohol consumption, and alcohol-related consequences on functional health outcomes in college students. Participants were heavy-drinking undergraduate students (N = 207) who completed self-report questionnaires. For men and women, depression predicted overall general health and mental health ratings. For women, depression predicted number of days of role limitations due to poor physical or mental health and number of days of not getting enough sleep or rest. Findings suggest that depression may have a more pervasive association with HRQOL than alcohol misuse or alcohol-related consequences in college students.

Exploring the experiences of novice clinical instructors in physical therapy clinical education: a phenomenological study.

PubMed

Greenfield, B H; Bridges, P H; Phillips, T A; Drill, A N; Gaydosik, C D; Krishnan, A; Yandziak, H J

2014-12-01

To explore the perceptions of novice physical therapy clinical instructors (CIs) about their interactions and teaching behaviours with physical therapy students. A phenomenological approach using semi-structured interviews and a focus group. Six novice physical therapy CIs (less than two years as a CI and supervised fewer than three students) were recruited purposefully from a large metropolitan area in the USA. All participants were credentialed by the American Physical Therapy Association as CIs. Transcripts of interview data and focus group data were analysed using interpretative analysis for themes and subthemes. Participants viewed the transition of students from the classroom to the clinic as their primary role, using strategies of 'providing a way in', 'fostering critical thinking', 'finding a balance', 'overcoming barriers' and 'letting go'. While novice CIs showed skill in fostering student reflection and providing orientation, they struggled with student autonomy and balancing the competing obligations of patient care and clinical instruction. They expressed issues related to anxiety and lack of confidence. In the future, novice CIs could benefit from training and support in these areas. Copyright © 2014 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

School Practices to Foster LGBT-Supportive Climate: Associations with Adolescent Bullying Involvement.

PubMed

Gower, Amy L; Forster, Myriam; Gloppen, Kari; Johnson, Abigail Z; Eisenberg, Marla E; Connett, John E; Borowsky, Iris W

2017-10-14

Lesbian, gay, bisexual, and transgender (LGBT) youth experience disproportionate rates of bullying compared to their heterosexual peers. Schools are well-positioned to address these disparities by creating supportive school climates for LGBT youth, but more research is needed to examine the variety of practices and professional development opportunities put in place to this end. The current study examines how school practices to create supportive LGBT student climate relate to student reports of bullying. Student-level data come from the 2013 Minnesota Student Survey, a state-wide survey of risk and protective factors. Ninth and eleventh grade students (N = 31,183) reported on frequency of physical and relational bullying victimization and perpetration and sexual orientation-based harassment. School administrators reported on six practices related to creating supportive LGBT school climate (N = 103 schools): having a point person for LGBT student issues, displaying sexual orientation-specific content, having a gay-straight alliance, discussing bullying based on sexual orientation, and providing professional development around LGBT inclusion and LGBT student issues. An index was created to indicate how many practices each school used (M = 2.45; SD = 1.76). Multilevel logistic regressions indicated that students attending schools with more supportive LGBT climates reported lower odds of relational bullying victimization, physical bullying perpetration, and sexual orientation-based harassment compared to students in schools with less supportive LGBT climates. Sexual orientation did not moderate these relations, indicating that LGBT-supportive practices may be protective for all students, regardless of their sexual orientation. Findings support school-wide efforts to create supportive climates for LGBQ youth as part of a larger bullying prevention strategy.

Obesity, Diet, and Physical Activity Behaviors of Students in Health- Related Professions

ERIC Educational Resources Information Center

Ferrara, Cynthia M.; Nobrega, Cheryl; Dulfan, Faina

2013-01-01

Few studies have examined incidence of obesity and healthy lifestyle behaviors in college students in health-related (HM) compared to other majors (NH). Since individuals are more likely to follow health promotion advice if the health care professional lives a healthy lifestyle, this information may be important in determining compliance of…

Judgments of Physics Problem Difficulty among Experts and Novices

ERIC Educational Resources Information Center

Fakcharoenphol, Witat; Morphew, Jason W.; Mestre, José P.

2015-01-01

Students' ability to effectively study for an exam, or to manage their time during an exam, is related to their metacognitive capacity. Prior research has demonstrated the effective use of metacognitive strategies during learning and retrieval is related to content expertise. Students also make judgments of their own learning and of problem…

Addressing Misconceptions

ERIC Educational Resources Information Center

Dial, Katrina; Riddley, Diana; Williams, Kiesha; Sampson, Victor

2009-01-01

The law of conservation of mass can be counterintuitive for most students because they often think the mass of a substance is related to its physical state. As a result, students may hold a number of alternative conceptions related to this concept, including, for example, the believe that gas has no mass, that solids have greater mass than fluids,…

Social Goals and Willingness to Seek Help for School Violence

ERIC Educational Resources Information Center

Yablon, Yaacov B.

2012-01-01

The relation between students' social goals and their willingness to seek help for school violence was examined. Four hundred and sixty-two students from sixth, eighth, and tenth grades responded to vignettes used to assess willingness to seek help from teachers and friends for dealing with relational and physical violence. Intimacy goals enhanced…

Understanding of Relation Structures of Graphical Models by Lower Secondary Students

ERIC Educational Resources Information Center

van Buuren, Onne; Heck, André; Ellermeijer, Ton

2016-01-01

A learning path has been developed on system dynamical graphical modelling, integrated into the Dutch lower secondary physics curriculum. As part of the developmental research for this learning path, students' understanding of the relation structures shown in the diagrams of graphical system dynamics based models has been investigated. One of our…

Exploring the Relationship between High School Students' Physics-Related Personal Epistemologies and Self-Regulated Learning in Turkey

ERIC Educational Resources Information Center

Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen C.; Willson, Victor

2016-01-01

This article reports on an empirical exploration of the relations and strengths among Turkish grades 9-11 students' (n = 209) personal epistemologies (justification of knowledge, certainty of knowledge, source of knowledge, development of knowledge), self-regulated learning (extrinsic motivation, intrinsic motivation, rehearsal, elaboration,…

Effects of sex composition by class and instructor's sex on physical self-efficacy of college men.

PubMed

Gibbons, E S; Rust, D M; Blassingame, C L; Reed, J L

2000-02-01

The relationship of sex composition of class and instructor's sex to Physical Self-efficacy has yielded conflicting results in several studies. This study examined the relationship of sex composition of class and instructor's sex to scores on Physical Self-efficacy, Perceived Physical Ability, and Physical Self-presentation Confidence of 80 male students enrolled in one of four sections of a strength training class. Analysis indicated no significant difference on Physical Self-efficacy between male students who were enrolled in all male classes or in coeducational classes; improvements in scores on Physical Self-efficacy were not specific to the sex composition of the class or sex of the instructor and no significant difference on Perceived Physical Ability and Physical Self-presentation Confidence between male students who joined an all male class or a coeducational class. Perceived Physical Ability improved from the pretest to the posttest in all classes; and no improvement in scores for Physical Self-presentation Confidence was found in all classes. In conclusion, the analysis showed sex composition of the class and sex of the instructor were not significantly related to scores for self-efficacy.

Motivation and Behavioral Regulation of Physical Activity in Middle-School Students

PubMed Central

Dishman, Rod K.; McIver, Kerry L; Dowda, Marsha; Saunders, Ruth P.; Pate, Russell R.

2015-01-01

Purpose To examine whether intrinsic motivation and behavioral self-regulation are related to physical activity during middle school. Method Structural equation modeling was applied in cross-sectional and longitudinal tests of self-determination theory. Results Consistent with theory, hypothesized relationships among variables were supported. Integrated regulation and intrinsic motivation were most strongly correlated with moderate-to-vigorous physical activity measured by an accelerometer. Results were independent of a measure of biological maturity. Construct validity and equivalence of measures was confirmed longitudinally between 6th and 7th grades and between boys and girls, non-Hispanic black and white children and overweight and normal weight students. Conclusions Measures of autonomous motivation (identified, integrated, and intrinsic) were more strongly related to physical activity in the 7th grade than measures of controlled motivation (external and introjected), implying that physical activity became more intrinsically motivating for some girls and boys as they moved through middle school. Nonetheless, introjected regulation was related to physical activity in 7th grade, suggesting that internalized social pressures, which can be detrimental to sustained activity and well-being, also became motivating. These results encourage longer prospective studies during childhood and adolescence to clarify how controlled and autonomous motivations for physical activity develop and whether they respond to interventions designed to increase physical activity. PMID:25628178

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.

An Empirical Investigation of Student Satisfaction with College Courses

ERIC Educational Resources Information Center

Sinclaire, Jollean K.

2014-01-01

This paper explores the relationship between the organizational behavior concept of job satisfaction and student satisfaction with college courses. It reports on a survey of 560 students on attitudes related to aspects of college courses including views on faculty, interaction and communication, the course, the physical learning environment, and…

Teaching through Trade Books: You Light up My Life

ERIC Educational Resources Information Center

Royce, Christine Anne

2016-01-01

The abstract nature of physical science concepts often means that they are the most challenging for elementary students to grasp. Understanding how light behaves allows students to form a foundation for their future understanding. This month's trade books and activities engage students in basic concepts related to light.

Relations between Representational Consistency, Conceptual Understanding of the Force Concept, and Scientific Reasoning

ERIC Educational Resources Information Center

Nieminen, Pasi; Savinainen, Antti; Viiri, Jouni

2012-01-01

Previous physics education research has raised the question of "hidden variables" behind students' success in learning certain concepts. In the context of the force concept, it has been suggested that students' reasoning ability is one such variable. Strong positive correlations between students' preinstruction scores for reasoning…