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Concept learning by direct current design challenges in secondary education

This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research (NWO), that aims to improve student learning, teaching skills and teacher training. LBD uses the context of design challenges to learn, among other things, science. Previous research showed that this approach to subject integration is quite successful but provides little profit regarding scientific concept learning. Perhaps, when the process of concept learning is better understood, LBD is a suitable method for integration. Through pre- and post-exams we measured, like others, a medium gain in the mastery of scientific concepts. Qualitative data revealed important focus-related issues that impede concept learning. As a result, mainly implicit learning of loose facts and incomplete concepts occurs. More transparency of the learning situation and a stronger focus on underlying concepts should make concept learning more explicit and coherent.

Ankle proprioception is not targeted by exercises on an unstable surface

Laboratory study using a repeated measures design. The aim of this study was to determine if ankle proprioception is targeted in exercises on unstable surfaces. Lateral ankle sprain (LAS) has recurrence rates over 70%, which are believed to be due to a reduced accuracy of proprioceptive signals from the ankle. Proprioceptive exercises in rehabilitation of LAS mostly consist of balancing activities on an unstable surface. The methods include 100 healthy adults stood barefoot on a solid surface and a foam pad over a force plate, with occluded vision. Mechanical vibration was used to stimulate proprioceptive output of muscle spindles of triceps surae and lumbar paraspinal musculature. Each trial lasted for 60 s; vibration was applied from the 15th till the 30th second. Changes in mean velocity and mean position of the center of pressure (CoP) as a result of muscle vibration were calculated. Results show that on foam, the effect of triceps surae vibration on mean CoP velocity was significantly smaller than on a solid surface, while for paraspinal musculature vibration the effect was bigger on foam than on solid surface. Similar effects were seen for mean CoP displacement as outcome. Exercises on unstable surfaces appear not to target peripheral ankle proprioception. Exercises on an unstable surface may challenge the capacity of the central nervous system to shift the weighting of sources of proprioceptive signals on balance.

Acronyms in action: from PA to PAD to PDP in a Swiss hotel school offering a UK curriculum

What’s keeping people after stroke from walking outdoors to become physically active? A qualitative study, using an integrated biomedical and behavioral theory of functioning and disability

Background: In general people after stroke do not meet the recommendations for physical activity to conduct a healthy lifestyle. Programs to stimulate walking activity to increase physical activity are based on the available insights into barriers and facilitators to physical activity after stroke. However, these programs are not entirely successful. The purpose of this study was to comprehensively explore perceived barriers and facilitators to outdoor walking using a model of integrated biomedical and behavioral theory, the Physical Activity for people with a Disability model (PAD). Methods: Included were community dwelling respondents after stroke, classified ≥ 3 at the Functional Ambulation Categories (FAC), purposively sampled regarding the use of healthcare. The data was collected triangulating in a multi-methods approach, i.e. semi-structured, structured and focus-group interviews. A primarily deductive thematic content analysis using the PAD-model in a framework-analysis’ approach was conducted after verbatim transcription. Results: 36 respondents (FAC 3–5) participated in 16 semi-structured interviews, eight structured interviews and two focus-group interviews. The data from the interviews covered all domains of the PAD model. Intention, ability and opportunity determined outdoor walking activity. Personal factors determined the intention to walk outdoors, e.g. negative social influence, resulting from restrictive caregivers in the social environment, low self-efficacy influenced by physical environment, and also negative attitude towards physical activity. Walking ability was influenced by loss of balance and reduced walking distance and by impairments of motor control, cognition and aerobic capacity as well as fatigue. Opportunities arising from household responsibilities and lively social constructs facilitated outdoor walking. Conclusion: To stimulate outdoor walking activity, it seems important to influence the intention by addressing social influence, self-efficacy and attitude towards physical activity in the development of efficient interventions. At the same time, improvement of walking ability and creation of opportunity should be considered

De Korte Interventie Methode KIM

De Korte Interventie Methode is een laagdrempelige, kortdurende interventie gericht op communicatie problemen binnen niet-westerse migranten gezinnen. In dit hoofdstuk wordt deze interventie inhoudelijk toegelicht en onderbouwd.

Preventie van gedragsproblemen bij leerlingen in het basisonderwijs

Kunnen basisscholen een bijdrage leveren aan de preventie van gedragsproblemen bij hun leerlingen? Deze vraag vormde de aanleiding tot een pilot waaraan 30 scholen en 650 leerlingen hebben meegedaan. De scholen zijn over drie condities verdeeld: a een conditie waarbij in leerjaar 3 Taakspel werd gebruikt, evenals in leerjaar 4 (de Taakspelconditie); b een conditie waarbij in leerjaar 3 Taakspel werd gebruikt en in leerjaar 4 ook nog PAD werd gebruikt (de Taakspel-plus-PAD conditie); en c een conditie waarin in beide leerjaren géén aandacht aan preventie werd besteed (de controleconditie). Eindmetingen en follow-upmetingen lieten zien dat de twee interventies een gunstig effect hadden op de ernst van de gedragsproblemen en ook op het aantal leerlingen met een geïndiceerd risico op gedragsproblemen. We vonden voor beide interventies daarnaast een gunstig effect op de sociaal-emotionele ontwikkeling van leerlingen: er was sprake van minder slachtofferschap en de emotionele competentie van de leerlingen was hoger dan in de controleconditie. Leerlingen in de Taakspel-plus-PAD conditie waren ten aanzien van beide laatste punten in het voordeel in vergelijking met leerlingen in de Taakspelconditie