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University instructors’ changes of conceptions about teaching and learning in knowledge building professional development
No full textThis study examined university instructors’ changes in conceptions of teaching and learning through a compact Knowledge Building Professional Development (KBPD) program. Ten instructors from an autonomous university in Singapore joined this study. Data were gathered from multiple sources, including classroom artefacts, surveys, and interviews. The analysis of classroom artefacts and surveys indicated that after KBPD, instructors held a more constructivist view of learning and were more inclined to foster environments where students actively co-construct and co-create knowledge. Interviews provided further insights into the specific aspects of these changes, including viewing learning as a knowledge-building process, a deeper understanding of collaborative learning, increased awareness of student empowerment, and viewing Knowledge Forum (KF) as a catalyst for change. This study shows the possibility of shifting instructors’ conceptions through short interventions. The design considerations for future teacher PD programs are discussed.Accepted versio
Shoulder overuse injury prevention among competitive overhead youth athletes in Singapore
No full textCompetitive youth athletes in overhead sports are at significant risk of sustaining shoulder overuse injuries due to the repetitive and forceful use of the arm over the head to throw or strike an implement. While shoulder injury prevention programmes have been developed, there is increasing discussion about the importance of context-specificity within these injury prevention programmes to enhance programme effectiveness and acceptance by endusers. Therefore, this thesis aimed to investigate and address shoulder overuse injuries among competitive overhead youth athletes in Singapore with a context-specific approach.The first study of this thesis (Chapter Three) focused on developing and validating an overuse injury questionnaire specifically for use among youth athletes – the Youth Overuse Injury Questionnaire (YOvIQ). With a healthy sample size of 227 competitive youth athletes from a diverse range of 14 different sports, YOvIQ was validated to identify shoulder, lower back, and knee overuse injuries among youth athletes.Utilizing YOvIQ, the next study (Chapter Four) investigated the magnitude burden associated with shoulder and elbow overuse injuries among 434 competitive overhead youth athletes in Singapore. Interestingly, while shoulder overuse injuries had a higher prevalence of 31.3% (elbow: 9.2%), elbow overuse injuries tended to be of greater severity at 38.4 ± 22.4 (shoulder: 30.4 ± 14.4). Additionally, older age (15-18 years old), increased experience (>8 years), and long weekly training hours (>11 hours) were associated with increased risk of shoulder and elbow overuse injuries. Therefore, coaches working with such athletes should be cognizant of their increased injury risk and consider the implementation of preventive measures.The study in Chapter Five focused on the development of the Singapore Youth Shoulder Overuse Injury Prevention Programme (YoSO-IPP), a context-specific injury prevention programme. Utilizing an online Delphi technique, all three programmes of YoSO-IPP, (1) an exercise programme for overhead youth athletes, (2) an education programme for coaches of overhead youth athletes, and (3) an education programme for overhead youth athletes, reached consensus among 18 experts. Representing end-users, the exercise programme was additionally deemed feasible among a group of 12 youth volleyball athletes. Therefore, YoSO-IPP is considered robust, comprehensive, and in a state of readiness for implementation in practice.The final study in Chapter Six investigated the effects of the education programme and
exercise programme from YoSO-IPP among 45 competitive youth volleyball athletes over 12 weeks in a randomized controlled trial. The education programme demonstrated itself as a promising intervention with significant improvement in youth athletes’ knowledge
concerning overuse injuries. Moreover, the exercise programme was effective at improving shoulder internal rotation range of motion by means of the cross-body stretch, though further refinement of YoSO-IPP is necessary to optimize its effects.In conclusion, this thesis advances the evidence on shoulder overuse injuries, from prevalence to preventive measures among competitive overhead youth athletes in Singapore, consequently contributing to the limited sports injury literature within the Asian youth sport context. This thesis also highlights the significance of context-specificity while developing youth sports injury prevention programmes, to contribute to the reduction of the research-to-practice gap
Chinese language education from the perspective of language integration and internationalization
No full textThe Chinese language belongs not only to China, but also to all ethnic Chinese people around the world, and by extension, humanity at large. With the growing influences of the Chinese communities in global affairs, Chinese language education is assuming an increasingly greater role in the internationalization of the Chinese language and the integration of its varieties. Against such a backdrop, attention and respect have to be paid to the linguistic and cultural variations of the ethnic Chinese communities living in different parts of the world. In terms of Chinese language education, we have to keep in the mind the needs of different Chinese communities. In addition to dealing with the core language features, we have to consider the issues of integrating the language features of the different varieties of the Chinese language. From the perspective of the internationalization and integration of global Chinese, this chapter focuses on the following issues concerning Chinese language education: (1) The integration of the different varieties of the Chinese language for the development of Chinese language education. First, we must respect the linguistic differences of different regions. Second, editing language textbooks and reading materials requires attention to localization as different Chinese-speaking regions have different historical backgrounds and different social needs. Third, in terms of language assessment, there can be different assessment requirements for written and spoken languages. Fourth, in terms of language application in society, the mass media and language teaching should be as “strict” as possible and move closer to Putonghua, while general language application and language assessment in language teaching should be “lenient” and accept and accommodate some regional phonetic, lexical and grammatical features. (2) The curriculum design of Chinese language and cultural programmes and Chinese language teacher education. Language teaching materials should be made regionalized and localized; language teaching staff must also be localized. This will create a polycentric language promotion situation. Language teaching should blur the relationship between language, culture, and ethnicity in order to help Chinese become an international language. Training of Chinese language teaching staff should make use of different Chinese-speaking regions as training venues and involve teaching and research staff from Chinese-speaking regions that are in a position to do so in training activities. (3) Principles in dealing with the lexical variations among global Chinese. It is important to respect the language standards, communication habits, and special terms of different Chinese-speaking regions. The compilation of language textbooks must involve teaching staff from different Chinese-speaking regions. (4) The integration of the ancient and modern Chinese languages. In the teaching of ancient Chinese, the integration of ancient and modern Chinese is advocated. It is also necessary for the curriculum of Chinese as a foreign language. From the perspective of cultural and linguistic heritage, we propose to rearrange the teaching materials by taking the content as the outline and combining the materials from the ancient and modern times
A multimodal interactive framework for science assessment in the era of generative artificial intelligence
No full textThe open access publication is available at https://doi.org/10.1002/tea.70009The rapid evolution of generative artificial intelligence (GenAI) is transforming science education by facilitating innovative ped-agogical paradigms while raising substantial concerns about scholarly integrity. One particularly pressing issue is the growingrisk of student use of GenAI tools to outsource assessment tasks, potentially compromising authentic learning and evaluations.Addressing these challenges requires reflection on existing assessment practices and features. This position paper advances aconceptual framework for science assessment through the lens of multimodality and interactivity. Multimodality emphasizes theuse of diverse, organized semiotic resources for meaning making, while interactivity characterizes assessment environmentswhere outcomes are shaped by students' actions. With the two dimensions, our multimodal interactive framework classifies as-sessments into four categories, with varying degrees of modality and interactivity. We argue that tasks with higher modality andinteractivity can potentially overcome the concerns of GenAI on academic integrity. To further articulate this point, we provideconcrete assessment examples for each category and explain how the prompt and response affordances in each assessment cate-gory help gauge students' understandings of key science constructs and identify tasks that are resistant or susceptible to AI-basedoutsourcing. We conclude by discussing how the framework serves as a meaningful analytical tool for educational researchersand practitioners.</p
Neural investigations of a digital-game based intervention for young learners with mathematical developmental variabilit
No full textDevelopmental dyscalculia (DD), a significant mathematics learning difficulty, remains under-researched in terms of its neural mechanisms and effective interventions. Few studies have examined neural changes after math interventions in young children. This study investigated these changes in thirty-two dyscalculia-at-risk (DR) and non-dyscalculia-at-risk (NDR) children following a digital game-based intervention, focusing on brain activation and network changes using graph theory metrics. NDR children were randomized into intervention and control groups. Results indicated increased activation in the inferior frontal gyrus (IFG) and intraparietal sulcus (IPS) during symbolic arithmetic tasks for both DR and NDR groups post-intervention. Conversely, both groups showed decreased IFG activation during nonsymbolic tasks. Notably, IPS activation significantly increased only for the NDR intervention group in symbolic tasks, a finding that disappeared when controlling for Total Reading, suggesting the potential influence of initial reading ability on intervention outcomes. Brain network analysis showed improved integration for the NDR intervention group, demonstrated by higher clustering coefficient and local efficiency. The DR group, however, displayed reduced local efficiency, potentially reflecting shifts in network states, or insufficient intervention dosage.SUG-NAP 8/18 J
The Parent-SmalQ Indonesia surveillance content validation involves monitoring and verifying physical activity behavior, sleep patterns, and dietary intake in children
No full textThe open access publication is available at https://doi.org/10.21831/jk.v13i1.78069The 24-hour guidelines heavily consider the dietary intake, sleep patterns, and physical activity habits of children. This study aims to determine the validity of the Parent-SmalQ Indonesia content for each question item, facilitating clear communication, comprehension, and implementation as an assessment tool for investigating children's lifestyles, consists of physical activity habits, sleep patterns, and dietary intake (three domains). Methods: The research targets both children and their parents, integrating their behaviours into a cohesive unit of voluntary participants. This validity assessment employs the phases of the Content Validation Index (CVI) for specific computations. Resuls: The three evaluated indicators are generated from the clarity, relevance, and completeness of each question item, comprising a total of 20 questions, with 3 validation items for each question, derived from 6 domains (3 domains for children; 3 domains for parents). Results from content validation indicate that the CVI elements of clarity (0.80 > 0.78), relevance (0.85 > 0.78), and completeness (0.85 > 0.78) were satisfactory. Conclusion: The Parent-SmalQ Indonesia questionnaire has achieved an adequate level of validity as a tool for assessing physical activity habits, sleep patterns, and dietary consumption. The Parent-SmalQ Indonesia questionnaire, verified for content, can predict children's behavior based on parental behaviours about physical activity, sleep, and dietary intake.</p