title: Attitudes and perceptions of middle school students toward competitive activities in physical education

authors: Bernstein, Eve

subjects: skill level

abstract: The attitudes and perceptions of middle school students toward competitive activities in physical education were examined. Ten boys and 14 girls volunteered (11-high-skilled, 11 moderate-skilled, and 2 low skilled students) in 6th and 7th grade from a total of 6 schools, all offering competitive activities. Data collection was conducted over several months and included focus groups consisting of students of mixed skill levels, observations of competitive class activities, and informal interviews with teachers. The three major themes that emerged were, having fun in competitive activities, not all students were attaining motor skills necessary to participate in activities due to a lack of time to engage in appropriate practice, and the structure of competitive activities affects student experience.

text: Attitudes and perceptions of middle school students toward competitive activities in physical education The attitudes and perceptions of middle school students toward competitive activities in physical education were examined. Ten boys and 14 girls volunteered (11-high-skilled, 11 moderate-skilled, and 2 low skilled students) in 6th and 7th grade from a total of 6 schools, all offering competitive activities. Data collection was conducted over several months and included focus groups consisting of students of mixed skill levels, observations of competitive class activities, and informal interviews with teachers. The three major themes that emerged were, having fun in competitive activities, not all students were attaining motor skills necessary to participate in activities due to a lack of time to engage in appropriate practice, and the structure of competitive activities affects student experience.

year: 2011

title: Connecting, synchronising, and dating with tephras: principles and applications of tephrochronology in Quaternary research

authors: Lowe, David J.

abstract: Tephrochronology is a unique method for linking and dating geological, palaeoecological, palaeoclimatic, or archaeological sequences or events. The method relies firstly on stratigraphy and the law of superposition, which apply in any study that connects or correlates deposits from one place to another. Secondly, it relies on characterising and hence identifying or ‘fingerprinting’ tephra layers using either physical properties evident in the field or those obtained from laboratory analysis, including mineralogical examination by optical microscopy or geochemical analysis of glass shards or crystals (e.g., Fe-Ti oxides, ferromagnesian minerals) using the electron microprobe and other tools. Thirdly, the method is enhanced when a numerical age is obtained for a tephra layer by (1) radiometric methods such as radiocarbon, fission-track, U-series, (U-Th)/He, or Ar/Ar dating, (2) incremental dating methods including dendrochronology or varved sediments or layering in ice cores, or (3) age-equivalent methods such as palaeomagnetism or correlation with marine oxygen isotope stages or palynostratigraphy. Once known, that age can be transferred from one site to the next using stratigraphic methods and by matching compositional characteristics, i.e., comparing ‘fingerprints’ from each layer. Used this way, tephrochronology is an age-equivalent dating method.

text: Connecting, synchronising, and dating with tephras: principles and applications of tephrochronology in Quaternary research Tephrochronology is a unique method for linking and dating geological, palaeoecological, palaeoclimatic, or archaeological sequences or events. The method relies firstly on stratigraphy and the law of superposition, which apply in any study that connects or correlates deposits from one place to another. Secondly, it relies on characterising and hence identifying or ‘fingerprinting’ tephra layers using either physical properties evident in the field or those obtained from laboratory analysis, including mineralogical examination by optical microscopy or geochemical analysis of glass shards or crystals (e.g., Fe-Ti oxides, ferromagnesian minerals) using the electron microprobe and other tools. Thirdly, the method is enhanced when a numerical age is obtained for a tephra layer by (1) radiometric methods such as radiocarbon, fission-track, U-series, (U-Th)/He, or Ar/Ar dating, (2) incremental dating methods including dendrochronology or varved sediments or layering in ice cores, or (3) age-equivalent methods such as palaeomagnetism or correlation with marine oxygen isotope stages or palynostratigraphy. Once known, that age can be transferred from one site to the next using stratigraphic methods and by matching compositional characteristics, i.e., comparing ‘fingerprints’ from each layer. Used this way, tephrochronology is an age-equivalent dating method.

year: 2016

title: Computational thinking for young indigenous learners in New Zealand

authors: Fox-Turnbull, Wendy

subjects: authentic technological practice

abstract: This article presents the findings from a study aimed to investigate how the computational thinking aspect of digital technologies can be embedded authentically into students’ technological practice. The project explored teaching and learning computational thinking in context and particularly focus on technological needs and practice for young Māori learners.
There is recognition internationally about the need for digital technologies within the curriculum. Computational thinking is a critical component of this and is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. Therefore, it is critical that all students acquire computational thinking skills. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study’s vision is to assist mainstream Māori learners from low socio-economic backgrounds to develop an understanding of related concepts of computational thinking. The research design drew on Māori values and practice that situates learning within authentic Māori contexts. Kaupapa Māori pedagogies were used in our design-based intervention programme to achieve the research goal. The focus of the project was to improve digital technologies learning outcomes to ensure Māori tamariki (children) see themselves as comfortably situated in a digital world.

text: Computational thinking for young indigenous learners in New Zealand This article presents the findings from a study aimed to investigate how the computational thinking aspect of digital technologies can be embedded authentically into students’ technological practice. The project explored teaching and learning computational thinking in context and particularly focus on technological needs and practice for young Māori learners.
There is recognition internationally about the need for digital technologies within the curriculum. Computational thinking is a critical component of this and is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. Therefore, it is critical that all students acquire computational thinking skills. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study’s vision is to assist mainstream Māori learners from low socio-economic backgrounds to develop an understanding of related concepts of computational thinking. The research design drew on Māori values and practice that situates learning within authentic Māori contexts. Kaupapa Māori pedagogies were used in our design-based intervention programme to achieve the research goal. The focus of the project was to improve digital technologies learning outcomes to ensure Māori tamariki (children) see themselves as comfortably situated in a digital world.

year: 2024