Research-based Activities Research Articles

Evaluating innovation in studio physics

In 1993, Rensselaer introduced the first Studio Physics course. Two years later, the Force Concept Inventory (FCI) was used to measure the conceptual learning gain 〈g〉 in the course. This was found to be a disappointing 0.22, indicating that Studio Physics was no more effective at teaching basic Newtonian concepts than a traditional course. Our study verified that result, 〈gFCI,98〉=0.18±0.12 (s.d.), and thereby provides a baseline measurement of conceptual learning gains in Studio Physics I for engineers. These low gains are especially disturbing because the studio classroom appears to be interactive and instructors strive to incorporate modern pedagogies. The goal of our investigation was to determine if incorporation of research-based activities into Studio Physics would have a significant effect on conceptual learning gains. To measure gains, we utilized the Force Concept Inventory and the Force and Motion Conceptual Evaluation (FMCE). In the process of pursuing this goal, we verified the effectiveness of Interactive Lecture Demonstrations [〈gFCI〉=0.35±0.06 (s.d.) and 〈gFMCE〉=0.45±0.03 (s.d.)] and Cooperative Group Problem Solving (〈gFCI〉=0.36 and 〈gFMCE〉=0.36), and examined the feasibility of using these techniques in the studio classroom. Further, we have assessed conceptual learning in the standard Studio Physics course [〈gFCI,98〉=0.18±0.12 (s.d.) and 〈gFMCE,98〉=0.21±0.05 (s.d.)]. In this paper, we will clarify the issues noted above. We will also discuss difficulties in implementing these techniques for first time users and implications for the future directions of the Studio Physics courses at Rensselaer.

Practice nurses and theprevention of cardiovascular disease and stroke: a literature review to promote evidence-based practice. Part I: rationale, review methods, effectiveness of practice nurses and smoking cessation

This paper is the first in a series of two which together describe a review of current literature conducted to identify a range of research-based activities which practice nurses might employ in the primary and secondary prevention of cardiovascular disease (CVD) and stroke. The paper first describes the rationale for the review, methods and boundaries of the review and provides an overview of the research into the general effectiveness of practice nurses in the field of CVD and stroke prevention. Risk factors for CVD and stroke are then discussed, with particular emphasis on: • smoking and CVD risk • smoking cessation and CVD risk. Specific primary care interventions aimed at helping clients to stop smoking are thenexamined under the following headings: • GPs and smoking cessationbrief advice brief advice combined with nicotine substitution • Practice nurses and smoking cessation. The paper concludes with a list of research-based activities for practice nurses in relation to smoking cessation. Interventions relating to hypertension, raised blood cholesterol, lack of exercise and obesity are considered in a subsequent paper.

Development and Verification of a Gender-Role Stereotyping Index for Physical Activities

The purpose of this study was to develop a valid and reliable instrument to measure the extent to which parents, teachers, and children (4 1/2 to 7 yr.) label physical activities according to gender. The research involved two phases, (a) development/validation of the instrument and (b) assessment of reliability and stability. Participants for the development/validity assessment were 12 experts in motor and psychosocial development of children; they were divided into two groups of six judges (three women and three men). Both groups of judges rated 45 research-based, gender-specific and gender-neutral physical activities according to the extent to which each activity involved each of 14 research-based, gender-specific physical activity characteristics. Based on the ratings of Group I judges, 24 physical activities, representative of 8 male, 8 female, and 8 gender-neutral items, were combined to make up the preliminary questionnaire. To assess the construct validity of the instrument, two steps were taken. Product-moment correlations for the rating of the two groups of judges for the total list of activities were for male characteristics .98 and for female characteristics .82. Analyses of variance showed the ratings of the two sets of judges were not significantly different on any construct. Test-retest reliability for 270 participants was .94 and .95 for parents and teachers, respectively, and .77 for the 4 1/2 to 7-yr.-old children.