Research has shown that female students cannot profit as much as male students can from cooperative learning in physics, especially in mixed-gender dyads. This study has explored the influence of partner gender on female students’ learning achievement, interaction and the problem-solving process during cooperative learning. In Shanghai, a total of 50 students (26 females and 24 males), drawn from two classes of a high school, took part in the study. Students were randomly paired, and there were three research groups: mixed-gender dyads (MG), female–female dyads (FF) and male–male dyads (MM). Analysis of students’ pre- and post-test performances revealed that female students in the single-gender condition solved physics problems more effectively than did those in the mixed-gender condition, while the same was not the case for male students. We further explored the differences between female and male communication styles, and content among the three research groups. It showed that the females’ interaction content and problem-solving processes were more sensitive to partner gender than were those for males. This might explain why mixed-gender cooperation in physics disadvantages females in high schools.
MULTIFILE
We tested the effects on problem-solving, anxiety and depression of 12-week group-based self-management cancer rehabilitation, combining comprehensive physical training (PT) and cognitive-behavioural problem-solving training (CBT), compared with PT. We expected that PT + CBT would outperform PT in improvements in problem-solving (Social Problem-Solving Inventory-Revised (SPSI-R)), anxiety and depression (Hospital Anxiety and Depression Scale (HADS)), and that more anxious and/or depressed participants would benefit most from adding CBT to PT. Cancer survivors (aged 48.8 ± 10.9 years, all cancer types, medical treatment completed) were randomly assigned to PT + CBT (n = 76) or PT (n = 71). Measurement occasions were: before and post-rehabilitation (12 weeks), 3- and 9-month follow-up. A non-randomised usual care comparison group (UCC) (n = 62) was measured at baseline and after 12 weeks. Longitudinal intention-to-treat analyses showed no differential pattern in change between PT + CBT and PT. Post-rehabilitation, participants in PT and PT + CBT reported within-group improvements in problem-solving (negative problem orientation; p < 0.01), anxiety (p < 0.001) and depression (p < 0.001), which were maintained at 3- and 9-month follow-up (p < 0.05). Compared with UCC post-rehabilitation, PT and PT + CBT only improved in anxiety (p < 0.05). CBT did not add to the effects of PT and had no extra benefits for higher distressed participants. PT was feasible and sufficient for durably reducing cancer survivors' anxiety.
A primary teacher needs mathematical problem solving ability. That is why Dutch student teachers have to show this ability in a nationwide mathematics test that contains many non-routine problems. Most student teachers prepare for this test by working on their own solving test-like problems. To what extent does these individual problem solving activities really contribute to their mathematical problem solving ability? Developing mathematical problem solving ability requires reflective mathematical behaviour. Student teachers need to mathematize and generalize problems and problem approaches, and evaluate heuristics and problem solving processes. This demands self-confidence, motivation, cognition and metacognition. To what extent do student teachers show reflective behaviour during mathematical self-study and how can we explain their study behaviour? In this study 97 student teachers from seven different teacher education institutes worked on ten non-routine problems. They were motivated because the test-like problems gave them an impression of the test and enabled them to investigate whether they were already prepared well enough. This study also shows that student teachers preparing for the test were not focused on developing their mathematical problem solving ability. They did not know that this was the goal to strive for and how to aim for it. They lacked self-confidence and knowledge to mathematize problems and problem approaches, and to evaluate the problem solving process. These results indicate that student teachers do hardly develop their mathematical problem solving ability in self-study situations. This leaves a question for future research: What do student teachers need to improve their mathematical self-study behaviour? EAPRIL Proceedings, November 29 – December 1, 2017, Hämeenlinna, Finland
In dit KIEM-project verkennen we de haalbaarheid van een nieuw concept voor energietransitie en circulaire economie: EnTranCe-for-a-Community. Dit is een generiek concept voor draagvlak voor lokale waarde-creatie en groene energieproductie. Na discussies met ons werkveld implementeren we EnTranCe-for-a-Community hier als een publiekskas met technologie om lokale biomassa om te zetten in groene energie (gas) en biocompost. We onderzoeken of dit concept een aantrekkelijke uitbreiding is voor lokale energie-initiatieven en energiecoöperaties (doorgaans bezig met zon en/of wind) als alternatief voor aardgas of een warmtenet. We willen weten of en hoe het realiseren van een EnTranCe-for-a-Community-project op een concrete locatie kansrijk is. Dat kansrijk zijn wordt op drie niveaus onderzocht: (a) de bijdrage aan de lokale energietransitie (kosten/baten); (b) de bijdrage aan een lokale circulaire economie door verwaarding van lokale biomassa (kosten/baten) en (c) de bijdrage aan draagvlak en enthousiasme (en dus praktische haalbaarheid) voor deze ontwikkelingen, door het nauw betrekken van lokale stakeholders bij de studie en eventuele implementatie. EnTranCe-for-a-Community combineert eerder opgedane kennis en kunde op een innovatieve manier en beoogt lokale energietransitie te verbreden naar lokale biomassa. Deze haalbaarheidsstudie wordt uitgevoerd door een nieuw samenwerkingsverband van partners uit de coöperatieve en lokale energiesector, MKB en het expertisecentrum EnTranCe van de Hanzehogeschool Groningen. Allen dragen bij aan de haalbaarheidsstudie met kennis, kunde en netwerken die nodig zijn voor dit onderzoek en voor realisatie op langere termijn, indien voldoende kansrijk. We gebruiken de beproefde iteratieve Lean Startup-aanpak, die juist is ontwikkeld voor dit type complexe en multidimensionale projecten. We gaan komen tot een business en een mission model voor eventuele toekomstige implementatie ergens in Groningen op basis van de gedocumenteerde kansrijkheid van het concept. Op die manier zal dit KIEM-project de basis leggen voor een veel groter projectvoorstel voor verdere realisatie.
In my PD research, I want to focus on how collectivity is practiced in the arts, by learning from the Indonesian multidisciplinary art collective ruangrupa’s use of [the international art exhibition] ‘documenta’ as a tool, and the potential of continuing the experiences outside this group and context. The art practices programmed by ruangrupa can be understood as complex and ambiguous where art is not at the center of attention but part of a larger communal productivity. And where it is not sufficient to be merely critical, and merely voice opposition, but to engage, and create alternatives in everyday life [without being problem-solving or social design]. My research concerns the potential of continuing these practices and experiences outside this particular artist group and exhibition context. Ruangrupa’s work reveals problems of the current Western art system, how it is (hierarchically) organized, the implicit rules, norms and values it is based on. Ruangrupa's practice thus serves as an exercise and point of departure to answer questions about forms of self-organization within the art field. Its collective and multidisciplinary art practice implies the question whether it also can serve as a model for living together on a larger scale (also outside the arts), beyond hierarchies of social and professional structures. There is currently a lack of research on these particular art practices, so that they are not easily accessible for non-participants. For the art field in particular, this concerns the question whether contemporary art can and needs to take place outside established Western gallery/museum, art/curatorial paradigms and what can be learned from ruangrupa's and documenta fifteen's blending of art practice with daily life practice. This is also an urgent practical issue for art schools (including my school Willem de Kooning Academy) that increasingly develop art study programs outside the studio and gallery art paradigm.
