Structuring time and questioning to achieve tactical awareness in games lessons

Background: A paradigm shift in educational policy to create problem solvers and critical thinkers produced the games concept approach (GCA) in Singapore's Revised Syllabus for Physical Education (1999). A pilot study (2001) conducted on 11 primary school student teachers (STs) using this approach identified time management and questioning as two of the major challenges faced by novice teachers. Purpose: To examine the GCA from three perspectives: structure—lesson form in terms of teacher-time and pupil-time; product—how STs used those time fractions; and process—the nature of their questioning (type, timing, and target). Participants and setting: Forty-nine STs from three different PETE cohorts (two-year diploma, four-year degree, two-year post-graduate diploma) volunteered to participate in the study conducted during the penultimate week of their final practicum in public primary and secondary schools. Intervention: Based on the findings of the pilot study, PETE increased the emphasis on GCA content specific knowledge and pedagogical procedures. To further support STs learning to actualise the GCA, authentic micro-teaching experiences that were closely monitored by faculty were provided in schools nearby. Research design: This is a descriptive study of time-management and questioning strategies implemented by STs on practicum. Each lesson was segmented into a number of sub-categories of teacher-time (organisation, demonstration and closure) and pupil-time (practice time and game time). Questions were categorised as knowledge, technical, tactical or affective. Data collection: Each ST was video-taped teaching a GCA lesson towards the end of their final practicum. The STs individually determined the timing of the data collection and the lesson to be observed. Data analysis: Each lesson was segmented into a number of sub-categories of both teacher- and pupil-time. Duration recording using Noldus software (Observer 4.0) segmented the time management of different lesson components. Questioning was coded in terms of type, timing and target. Separate MANOVAs were used to measure the difference between programmes and levels (primary and secondary) in relation to time-management procedures and questioning strategies. Findings: No differences emerged between the programmes or levels in their time-management or questioning strategies. Using the GCA, STs generated more pupil time (53%) than teacher time (47%). STs at the primary level provided more technical practice, and those in secondary schools more small-sided game play. Most questions (58%) were asked during play or practice but were substantially low-order involving knowledge or recall (76%) and only 6.7% were open-ended or divergent and capable of developing tactical awareness. Conclusions: Although STs are delivering more pupil time (practice and game) than teacher-time, the lesson structure requires further fine-tuning to extend the practice task beyond technical drills. Many questions are being asked to generate knowledge about games but lack sufficient quality to enhance critical thinking and tactical awareness, as the GCA intends.

Induced higher-order aberrations after laser in situ keratomileusis (LASIK) performed with wavefront-guided IntraLase femtosecond laser in moderate to high astigmatism

Background Wavefront-guided Laser-assisted in situ keratomileusis (LASIK) is a widespread and effective surgical treatment for myopia and astigmatic correction but whether it induces higher-order aberrations remains controversial. The study was designed to evaluate the changes in higher-order aberrations after wavefront-guided ablation with IntraLase femtosecond laser in moderate to high astigmatism. Methods Twenty-three eyes of 15 patients with moderate to high astigmatism (mean cylinder, −3.22 ± 0.59 dioptres) aged between 19 and 35 years (mean age, 25.6 ± 4.9 years) were included in this prospective study. Subjects with cylinder ≥ 1.5 and ≤2.75 D were classified as moderate astigmatism while high astigmatism was ≥3.00 D. All patients underwent a femtosecond laser–enabled (150-kHz IntraLase iFS; Abbott Medical Optics Inc) wavefront-guided ablation. Uncorrected (UDVA), corrected (CDVA) distance visual acuity in logMAR, keratometry, central corneal thickness (CCT) and higher-order aberrations (HOAs) over a 6 mm pupil, were assessed before and 6 months, postoperatively. The relationship between postoperative change in HOA and preoperative mean spherical equivalent refraction, mean astigmatism, and postoperative CCT were tested. Results At the last follow-up, the mean UDVA was increased (P < 0.0001) but CDVA remained unchanged (P = 0.48) and no eyes lost ≥2 lines of CDVA. Mean spherical equivalent refraction was reduced (P < 0.0001) and was within ±0.50 D range in 61 % of eyes. The average corneal curvature was flatter by 4 D and CCT was reduced by 83 μm (P < 0.0001, for all), postoperatively. Coma aberrations remained unchanged (P = 0.07) while the change in trefoil (P = 0.047) postoperatively, was not clinically significant. The 4th order HOAs (spherical aberration and secondary astigmatism) and the HOA root mean square (RMS) increased from −0.18 ± 0.07 μm, 0.04 ± 0.03 μm and 0.47 ± 0.11 μm, preoperatively, to 0.33 ± 0.19 μm (P = 0.004), 0.21 ± 0.09 μm (P < 0.0001) and 0.77 ± 0.27 μm (P < 0.0001), six months postoperatively. The change in spherical aberration after the procedure increased with an increase in the degree of preoperative myopia. Conclusions Wavefront-guided IntraLASIK offers a safe and effective option for vision and visual function improvement in astigmatism. Although, reduction of HOA is possible in a few eyes, spherical-like aberrations are increased in majority of the treated eyes.

A Historical Approach to Children s Physics Education : Modelling of DC-circuit Phenomena in a Small Group

This three-phase design research describes the modelling processes for DC-circuit phenomena. The first phase presents an analysis of the development of the DC-circuit historical models in the context of constructing Volta s pile at the turn of the 18th century. The second phase involves the designing of a teaching experiment for comprehensive school third graders. Among other considerations, the design work utilises the results of the first phase and research literature of pupils mental models for DC-circuit phenomena. The third phase of the research was concerned with the realisation of the planned teaching experiment. The aim of this phase was to study the development of the external representations of DC-circuit phenomena in a small group of third graders. The aim of the study has been to search for new ways to guide pupils to learn DC-circuit phenomena while emphasing understanding at the qualitative level. Thus, electricity, which has been perceived as a difficult and abstract subject, could be learnt more comprehensively. Especially, the research of younger pupils learning of electricity concepts has not been of great interest at the international level, although DC-circuit phenomena are also taught in the lower classes of comprehensive schools. The results of this study are important, because there has tended to be more teaching of natural sciences in the lower classes of comprehensive schools, and attempts are being made to develop this trend in Finland. In the theoretical part of the research an Experimental-centred representation approach, which emphasises the role of experimentalism in the development of pupil s representations, is created. According to this approach learning at the qualitative level consists of empirical operations like experimenting, observations, perception, and prequantification of nature phenomena, and modelling operations like explaining and reasoning. Besides planning teaching, the new approach can be used as an analysis tool in describing both historical modelling and the development of pupils representations. In the first phase of the study, the research question was: How did the historical models of DC-circuit phenomena develop in Volta s time? The analysis uncovered three qualitative historical models associated with the historical concept formation process. The models include conceptions of the electric circuit as a scene in the DC-circuit phenomena, the comparative electric-current phenomenon as a cause of different observable effect phenomena, and the strength of the battery as a cause of the electric-current phenomenon. These models describe the concept formation process and its phases in Volta s time. The models are portrayed in the analysis using fragments of the models, where observation-based fragments and theoretical fragements are distinguished from each other. The results emphasise the significance of the qualitative concept formation and the meaning of language in the historical modelling of DC-circuit phenomena. For this reason these viewpoints are stressed in planning the teaching experiment in the second phase of the research. In addition, the design process utilised the experimentation behind the historical models of DC-circuit phenomena In the third phase of the study the research question is as follows: How will the small group s external representations of DC-circuit phenomena develop during the teaching experiment? The main question is divided into the following two sub questions: What kind of talk exists in the small group s learning? What kinds of external representations for DC-circuit phenomena exist in the small group discourse during the teaching experiment? The analysis revealed that the teaching experiment of the small group succeeded in its aim to activate talk in the small group. The designed connection cards proved especially successful in activating talk. The connection cards are cards that represent the components of the electric circuit. In the teaching experiment the pupils constructed different connections with the connection cards and discussed, what kinds of DC-circuit phenomena would take place in the corresponding real connections. The talk of the small group was analysed by comparing two situations, firstly, when the small group discussed using connections made with the connection cards and secondly with the same connections using real components. According to the results the talk of the small group included more higher-order thinking when using the connection cards than with similar real components. In order to answer the second sub question concerning the small group s external representations that appeared in the talk during the teaching experiment; student talk was visualised by the fragment maps which incorporate the electric circuit, the electric current and the source voltage. The fragment maps represent the gradual development of the external representations of DC-circuit phenomena in the small group during the teaching experiment. The results of the study challenge the results of previous research into the abstractness and difficulty of electricity concepts. According to this research, the external representations of DC-circuit phenomena clearly developed in the small group of third graders. Furthermore, the fragment maps uncover that although the theoretical explanations of DC-circuit phenomena, which have been obtained as results of typical mental model studies, remain undeveloped, learning at the qualitative level of understanding does take place.

Liikunnanopettaja sosioeettisenä kasvattajana

This research will be aimed at five hold office fysical teachers´, three men and two women teacher, pedagogical thinking and how the realization of physical teaching will be determined the teacher`s action and thinking and how the pedagogy task will be carried out in the connection of teaching. The central goal of the research is the examining of pedagogical action climate from the point of view of the pupil and his own experience. The pedagogical climate is seen in the research as the matter of the motivating, communal and the mutual confidence. The research represents the hermeneutic approaching way, where with the help of interpretation of the study material is tried to get to understand the study target. I shall call my work the dialogic hermeneutic study. The study material includes the interview and observation material. During the examining material have been picked up the essential of the questions. By means of the contain analysis has been raised the essential connected closely to study questions. With the method of contain analysis it had been shaped the description of every teacher. After this it had been searched from the material the centered meanings, which were connected closely to the study job and their unities. To understand the connections between meanings were based on by means of the investigator´s own intuitive experience developed meaning understanding. The research strengthened the beginning understanding right. The physical teachers did not plan their teaching to think their education, but to think the pupils` activity. In the teachers` thinking and action pupils` situation was emphasized different. The other teachers` perspective was opened more from pupils, the othes` more from action. Pupils had more state to take part together and the teachers noticed the pupils` differences. The teachers descriped their own growth as teachers as interaction skills to develop. It seems that when teachers get more age and more experience they get prerequisities to look at their work more from pupils.

"Musiikki merkitsee minulle paljon" : Asennetutkimus musiikin opiskelun merkityksellisyydestä peruskoulun 9. luokkalaisille

The main purpose of the Master Thesis was to find out what kind of attitudes the pupils in the 9th grade of Finnish comprehensive school have towards music as a school subject and compare it to the attitudes of the principals at a school level. The theoretical context of the research is based on the former studies of the significance of music education in the comprehensive school, the connection between learning and attitudes and the motivational factors towards the study motivation of music. In addition to this, I have analysed the role of the evaluation and the assessment from the point of view of developing the educational system and what is the role of management and leadership in relation to the pupils` behaviour and attitudes. The data of the research is the Finnish National Board of Education`s collected data of the assessment of the learning outcomes of arts education and it is nationally representative (N=5056 I phase and n=1570 II phase), both the Finnish-language and the Swedish-language pupil data. I have especially concentrated on the items of measuring the attitudes, the certain background variables and the questionnaire of the principals. The numerical data was analyzed using the multivariate statistical methods. The results of the research prove that in general the pupils and the principals think that music is quite significant as a school subject. The girls valued music on average more than the boys when comparing all the dimensions. The differences were systematic but the effect sizes were under 10 %. There were not statistically significant differences between the Finnish-language and the Swedish-language pupils. Comparing the grades of music in the 7th grade, the differences were growing linearly and the effect size was 15.7 %. There was a positive statistically significant correlation between the Significance of music and music as a hobby (Active interest in music, Informal interest in music, Taking part of music activities in the school) during free time. The strongest correlation were with the Active interest in music variable (r= 0.53, p= .000). Also the principals thought that music is important as a school subject considering the development of the pupil and the function of the school. The answers of the pupils were not clustering at a school level and there were no strong correlations between the attitudes of the pupils and the principals. A statistically nearly significant and a slight correlation (r= 0.21, p= .011) was found between the principals valuing the Significance of the music for school function and the pupils valuing the Benefits and hobbyism. The role of a well-motivated and active music teacher can be important from this point of view. The most important conclusion of the research was that the significance of music is a very personal individual level phenomenon. The results highlight also that in the pupils` opinion the most important thing about music lessons is to musical activity and learning as an experience.

Ideaalin ja todellisuuden välimaastossa - katoavatko perheateriat?

Aims: The recent conversations about disappearing family meals, mental problems of the youngsters and family meals´ protective effect on youngsters problems have been the base of this study. The main aim of this study is to find out, what kind of position family meals do have in the youngsters´lives. Study questions are: 1. What kind of conceptions youngsters have of family meals? 2. What kind of hands-on experience youngsters have about family meals? 3. How youngsters feel family meals on a emotional level? a. Are meals positive moments with the family or do they just limit timetables? b. Do the youngsters need family meals if they do not have those in their families? Why? Why not? Methods: The data was collected using stimulated recall -interviews and basic themed interviews. The data was collected from thirteen 8th graders from Pirkanmaa and Kanta-Häme. The interviews were analyzed with the qualitative content analysis. Results and conclusion: The youngsters´ consepts of the meals and the family meals were quite traditional, assuming that those are warm, varied and eaten with company. The situation of the family meals was good and those were eaten nearly every day in the most of the families. The youngsters thought that the family meals were important social moments with the family and they were able to talk about important things with the family during the meals. They also felt that the daily eating rythm was good and they did not felt that the meals would have been somehow restrictive. Even so that the pupils felt the family meals were important, the pupil whose family did not eat family meals did not long those meals. He felt that he was able to share his thoughts and experiences also in other ways. It is important that youngsters have this channel of communication.

Suomi toisena kielenä vai lukivaikeus? : Luokanopettajien käsityksiä oppilaiden kielellisistä vaikeuksista

Goals. Immigrant pupils are over-represented in special education. Linguistic difficulties are the most pivotal reasons for social exclusion of immigrant pupils during their school career. Addedly reading, writing, and language development disorders are the most common reasons for both part-time and extensive special education. I studied class teachers' perceptions of the typical linguistic difficulties of pupils who speak Finnish as their second language and of those who have dyslexia, because I suspect that telling the difference between linguistic competency in progress and the symptoms of dyslexia isn't easy. I look for overlappings in the perceptions of linguistic difficulties, their causes and their support measures, which would reveal the challenges in recognizing linguistic difficulties, which in turn might partly explain why immigrant pupils are over-represented in special education. Methods. This study was carried out as structured individual interviews with nine class teachers from the Helsinki Metropolitan Area. To increase reliability, complementary information was gathered about the same phenomenon with a questionnaire that each interviewee filled out at the end of the interview. It was required that the interviewees have experience of teaching both dyslexic pupils and pupils who speak Finnish as a second language. The material analysis was mainly deductive, but the material that wasn't in line with the theoretical frame of reference was analyzed inductively. Results and conclusions. There were overlappings in the class teachers' perceptions of the linguistic difficulties, support measures fitting them and, based on the questionnaire results, also of the causes of these difficulties. Additionally all the interviewees said it to be difficult to recognize dyslexia in a pupil who speaks Finnish as a second language. I came to the conclusion that distinguishing different linguistic difficulties from one another is a challenge to which class teachers don't always feel competent to rise, which is why they consider the assistance of special teachers and other professionals beneficial.

A vision modeling framework for DHM using geometrically estimated FoV

Digital human modeling (DHM) involves modeling of structure, form and functional capabilities of human users for ergonomics simulation. This paper presents application of geometric procedures for investigating the characteristics of human visual capabilities which are particularly important in the context mentioned above. Using the cone of unrestricted directions through the pupil on a tessellated head model as the geometric interpretation of the clinical field-of-view (FoV), the results obtained are experimentally validated. Estimating the pupil movement for a given gaze direction using Listing's Law, FoVs are re-computed. Significant variation of the FoV is observed with the variation in gaze direction. A novel cube-grid representation, which integrated the unit-cube representation of directions and the enhanced slice representation has been introduced for fast and exact point classification for point visibility analysis for a given FoV. Computation of containment frequency of every grid-cell for a given set of FoVs enabled determination of percentile-based FoV contours for estimating the visual performance of a given population. This is a new concept which makes visibility analysis more meaningful from ergonomics point-of-view. The algorithms are fast enough to support interactive analysis of reasonably complex scenes on a typical desktop computer. (C) 2011 Elsevier Ltd. All rights reserved.

Continuous radial superresolution filters with large focal depth

A new set of continuous superresolution filters is proposed which exhibits a radial superresolution performance with an extended depth of focus in an optical system by properly choosing the design parameters. Numerical simulation results of the performance parameters of the superresolution gain, the radial central core size, the Strehl ratio, the side-lobe factor and the depth of focus with different design parameters for the optimized patterns are displayed. We also give a design example for this kind of filter characterized by a birefringent element inserted between two parallel polarizers. This kind of filter would be useful in fields such as optical data storage systems.

双模式高精度可调超分辨光瞳滤波器

基于双折射波片的特性，提出了一种具有双调节模式的连续可调超分辨光瞳滤波器。该滤波器通过两种调节模式实现超分辨，且在一定范围内连续可调。在横向旋转模式下，该滤波器为复振幅型光瞳滤波器，纵向倾斜模式下为纯相位型超分辨滤波器。通过对超分辨参量的分析，得到最佳设计参量，可以实现大的视场角，大的超分辨范围、高的调节精度。这种滤波器为实际应用提供了更多的方便。

Design of adjustable superresolving filters based on birefringent crystals

A two-mode adjustable superresolving filter based on a birefringent filter is proposed. This kind of filter has superresolution in two modes of adjustment. One is rotation of the binary pupil filter on the optical axis of the system and the other is the tilt of the filter away from the pupil plane on axis parallel or perpendicular to the optical axis of the crystal. The filters act as complex amplitude filters in the former mode, and as pure phase filters in the latter. By analyzing two superresolving parameters, we obtain the optimal design parameters that ensure a large field of view, a large superresolving range, and a high setting accuracy. This kind of filter can provide more flexibility in practical applications. (c) 2006 Optical Society of America.

正弦变化的振幅型光瞳滤波器

光瞳滤波器作为实现超分辨的基本元件之一，它的设计以及制作都非常重要。设计了一种正弦变化的振幅型光瞳滤波器，可以通过调节少量的参量实现各种不同的超分辨模式。选择正弦函数的周期以及光瞳中心点透过率变化两个参量来实现对最终超分辨效果的调节。数值计算结果表明：在整个人射光瞳上的透过率瞳函数分布具有0．5～2个正弦振幅周期时，较为合适。小于0．5个周期将不会有任何超分辨效果，大于2个周期超分辨效果反而变差。数值计算中还注意到，当周期数为整数时，斯特雷尔比将保持0．25不变。对正弦变化振幅型光瞳滤波器的计算结果，显示

星间激光通讯中的精跟踪研究

星间激光通讯中，精跟踪起着十分重要的作用，而精密偏转镜（FSM）是精跟踪系统中最为关键的部件．基于光学矢量反射定律，推导得到了FSM的精确光学特性，这一特性为精跟踪控制系统提供了精确的理论依据．设计了基于FSM精确光学特性的精跟踪控制系统，对系统整定所用的单纯形法进行了两点重要改进，并对所设计的精跟踪系统进行了数字模拟，由此实现了对FSM的精确控制，提高了精跟踪系统的精确性；将光学衍射超分辨原理应用到星间激光通讯中．利用三区位相光瞳滤波器的超分辨性能，改变光学系统的点扩散函数，从而改变接收端焦平面上的光强

Computation of the ambiguity function for circularly symmetric pupils

A method of computing the ambiguity function (AF) for a circularly symmetric pupil function is presented. The AFs of a clear aperture and two shaded apertures are considered in detail and an explicit expression for the first of these AFs is given. We explain these results in the context of the well-known optical transfer function theory and show a primary application of these computations. A good analytic approximation is also introduced, providing an alternative method for calculating the AF, in a simpler way.

Enlarging the depth of focus by filtering in the phase-space domain

The ambiguity function was employed as a merit function to design an optical system with a high depth of focus. The ambiguity function with the desired enlarged-depth-of-focus characteristics was obtained by using a properly designed joint filter to modify the ambiguity function of the original pupil in the phase-space domain. From the viewpoint of the filter theory, we roughly propose that the constraints of the spatial filters that are used to enlarge the focal depth must be satisfied. These constraints coincide with those that appeared in the previous literature on this topic. Following our design procedure, several sets of apodizers were synthesized, and their performances in the defocused imagery were compared with each other and with other previous designs. (c) 2005 Optical Society of America.