A psychophysiological analysis of the efficiency of instructing schoolchildren]

Examination of 163 schoolboys in higher forms has revealed that strength of the nervous system and functional state of the CNS (functional level of the system, level of functional possibilities, arousal and reaction stability) do not differ in schoolchildren with various progress in learning. The school teaching efficiency correlated with parameters of strength of the nervous system only in excellent and good pupils, the functional state of the nervous system being of importance for their teaching, especially its such parameters as arousal, level of functional possibilities and reaction stability. In pupils with poor progress those correlations were absent.     

Special features of age development of the brain in children living in the north

Special features of morphological functional age development of the brain in children living in difficult climatic-geographical and social-economical conditions of the North (Archangelsk region) were studied. It was found that among 62 examined pupils of middle country school only in 10 persons (16%) amplitude-frequency and temporal-spatial EEG parameters are in accordance with passport age (European standards). 38 pupils (61%) have insignificant deviations such as insufficient regularity of EEG spatial-temporal pattern in frontal and temporal parts of the brain, increased theta- and delta-rhythms, absence of distinct "functional nuclear" in alpha range. In remaining 14 pupils (23%) EEG parameters suggest a more expressed retardation of mental development coupled with problems in the learning and inadequate behavior. Retardation of terms of morphological functional development of the brain in children--northerners equals 1.5 - 2 years, which is in accordance with terms of hormonal and physical development' retardation, described by different authors.     

The Adaptive Potential of Adolescents in the North and Its Relation to Interhemispheric Functional Asymmetry

Sensorimotor asymmetry, physical development, annual increments in the body size, functional state and adaptive potential as expressed by circulatory indices, life index, and functional test results were evaluated in 142 healthy Nenets adolescents from a boarding school and 60 healthy Russian pupils. Dextral and sinistral phenotypes were represented unequally in the children of both groups; the former was more common among the Russians. The subjects' adaptive capacities depended on their sex and the predominance of particular signs of interhemispheric functional asymmetry.     

A review of the use of the brine shrimp,Artemia spp,for teaching practical biology in schools and colleges

Brine shrimps are salt water Crustacea that are cheaply, easily, and rapidly reared in schools. In several studies they have proved to be attractive to pupils and valuable for teaching ecology and animal behaviour. Using simple and inexpensive apparatus such as plastic bottles, pipettes, sieves, and magnifiers pupils may investigate their feeding, growth, and development, observe reproductive behaviour and, by means of planned investigations, learn important lessons in animal ecology. Brine shrimps have a demonstrated usefulness for teaching and learning at every level of education — from primary, through secondary science, to undergraduate biology project work. In school, brine shrimps present fewer ethical problems than those posed by the keeping of many other laboratory animals, yet at the same time give opportunity for ethical discussion. The extensive utilitarian use of brine shrimps in research and fisheries may provide a technical and commercial link to classroom science.     

Modellsystem Honigbiene

The honeybee provides a suitable context for synergistically uniting a nearly unlimited range of questions from different perspectives. The model system honeybee thus provides a contentual framework for linking subject‐specific biological contents in student and teacher science education. Furthermore, due to the coordination of subject‐specific, didactic, pedagogical and practical school aspects, the observed levels can be linked horizontally and vertically. This article presents four research projects for pupils focusing on the model organism honeybee. Each of the projects corresponds to a different subject area and focuses on working with authentic research questions.     

Opinion building on a socio-scientific issue: the case of genetically modified plants

This paper presents results from a study with the following research questions: (a) are pupils' opinions on genetically modified organisms (GMOs) influenced by biology teaching; and (b) what is important for the opinion pupils hold and how does knowledge work together with other parameters such as values? 64 pupils in an upper secondary school answered questionnaires, in which they expressed opinions and gave arguments on applications of GMOs, before and after biology courses. The pupils' knowledge of genetics and GMOs was also investigated. Eleven pupils were then in-terviewed to examine their reasoning in more depth. More pupils were positive about genetically modified tomatoes after the courses. Males were more positive than females. No correlation was found between knowledge of basic genetics and opinion. Most of the pupils could express arguments for and against the applications but they built their personal opinion on different arguments. An important concern was potential risks. Depending on risk judgement and/or how they trusted scientists, the pupils came to different conclusions. Few had any idea of how the different applications are risk assessed or how scientists work. Other important factors for decision-making were the purpose of the application, the time perspective and feelings.     

Effect of computer work on the state of physiological functions in children aged 7 to 10 years

We studied the age- and sex-related functional characteristics of the central nervous system (CNS), cardiovascular system (CVS), lability of the visual sensory system, and mental capacity before and after a continuous computer work for 15 min in children aged 7, 8, 9, and 10 years. The results of the research showed that the resistance of the physiological systems of the body to loads associated with computer work increases in primary school children with age. We also observed sex-related differences: many parameters of functional performance during computer work at the age of 8 years were better in girls than in boys, which was due to a higher rate of development; at the age of 10 years, girls had a larger number of adverse changes in the functional state of the body compared with boys, which is possibly due to the onset of puberty.     

Model Biologists

The nature of problems and problem solving in relation to current developments in science education are discussed. The paper deals particularly with a suggested methodology for teaching and subsequent assessment of group problem-solving activities with pupils of 15 years of age in schools in the UK. The strategy described and tested is based on a schedule given to pupils which provides them with details of a series of logical stages which might be adopted in a problem-solving approach. The schedule is used as the basis for the assessment instrument which is outlined in detail, giving criteria for grading performance. Analysis of the findings from trials suggests that this approach could form the basis of a model for teaching and assessment of group performance in problem-solving activities in science.     

Influence of the Monitored Youth Mentoring Program for adolescents with behavioural problems and behavioural disorders

This aimed to measure the influence of the Monitored Youth Mentoring Program (MYMP) for adolescents with behavioural problems and behavioural disorders. The MYMP commenced in 1997 and was completed in 2003. The model of the program was for one university student of Pedagogy to mentor one pupil between the ages of 13 and 17 years, demonstrating risk seeking behaviours for a whole school year. The specimen group was made up of 141 pupils, approximately 20 pupils from each year level. The short-term goal was to influence positive change in participants demonstrating risk seeking behaviour. The long-term goal was to enhance the respective school's programs to enable preventative approaches to lessen negative and risk seeking behaviours amongst pupils with behavioural problems and behavioural disorders. The research results demonstrate statistically significant success of the applied program in two measured variables. Firstly, learning success (p < 0.05), and secondly a decrease in truancy and disciplinary misdemeanours (p < 0.05). Both of which were observed in participants with behavioural problems. The program was not as successful for participants with behavioural disorders, but not without some effect. Although the program can be generally described as achieving a medium level of success, the fact that there was a lack of progressive worsening in participant's behaviour is a substantial bi-product of the program. The mentors involved in the program made it extremely clear by their feedback that, MYMP positively enhanced their formal Pedagogy training, through hands-on practise that they otherwise would not have received through their academic programs. They were provided with vital exposure to a preventative program and managed to gain insight into the possibilities of introducing early intervention and prevention into Croatian schools.     

The readability of school biology textbooks

In a study of 104 biology lessons, evidence was found of the widespread use of texts as sources of information, often unsupported by other teaching. The readability of three popular texts for the 14–16 age range was estimated by three different measures. Comprehension tests of material from the books (cloze tests) were given to 100 school biology pupils (aged 15–16 years). The results confirmed that the texts presented serious problems of comprehension for some pupils.

Some implications for teachers and authors are discussed.     

Feeding of school children in a London borough.

A survey of 12 schools in a London borough showed that the protein and energy content of the average school meal was below the standard set by the Department of Health and Social Security for all age groups. Failure to meet the standards resulted from inadequate food purchases, poor menu planning and portion control, and several management problems. A 24-hour recall questionnaire showed that 5% of the pupils were "poorly" fed. These pupils were, however, no worse off than their "adequately" fed peers with regard to absences from school or academic attainment measured by reading quotient, but there was some slight difference in height and weight. The percentage of children having no breakfast increased from 4% in the infant schools to 21% in the senior schools. Two per cent of the senior pupils regularly ate no lunch.     

Reform of the school system as an anthropological problem--an example from the history education

The article is a longitudinal review of experimental research of high didactic systems effects in history teaching over the last 30 years. The aims of research are to evaluate: 1. position of adolescent, especially neurotic pupils in the teaching process; 2. possibilities to enhance the level of restructured matter (historical anthropology) in programmed and problem-solving teaching; 3. influence on the anxiety, attitudes and success of pupils with changes in the teaching process. Authors conclude, that the teaching process can influence the emotional state of the neurotic pupil. Higher didactic systems in a short time can influence the enhanced level of knowledge in relation to the traditional teaching systems. In the new systems, the attitudes of the pupils towards the teaching can change positively. Experiments carried out point to the possibility of changes of national identity and the necessity of an anthropological approach to reform the educational system.     

The Teaching of Photosynthesis in Secondary School: A History of the Science Approach

In this article we present a synthesis of the research affecting pupils' conceptions of photosynthesis and plant nutrition. The main false conceptions of the pupils identi?ed in this literature review are: that green plants ?nd their food in the soil; that water and mineral salts are suf?cient to the growth of a plant; the role of chlorophyll, where the transformation of luminous energy into chemical energy is never evoked; and air as a source of matter, which is never underlined. Secondly, we are going to see that several of these false conceptions have been developed during history. For example, the famous philosopher Aristotle (384–322 BC) thought that plants receive their food from the soil already elaborated. Several centuries later, the physician and chemist Van Helmont (1677–1644) added more precision to Aristotle’s conception while claiming that plants use only water for their growth. Finally, we will see that the analysis of the false theories developed during history will permit in a context of teaching to valorize the false conceptions of the pupils. Indeed, the history of sciences could incite a teacher to valorize his pupils’ false conceptions while considering them as an indication of difficulties that deserve particular pedagogical and didactic tools. The false conceptions constructed by the pupils don’t have to be ignored in a teaching context because they obey particular reasoning rules, sometimes similar to those that once guided some scientific steps. This view, drawing on false conceptions developed during history, gives a dynamic and human picture of the science very distant from the one sometimes carried on by dogmatic teaching.     

London Education and Inclusion Project (LEIP): Exploring Negative and Null Effects of a Cluster-Randomised School-Intervention to Reduce School Exclusion—Findings from Protocol-Based Subgroup Analyses

This paper presents subgroup analyses from the London Education and Inclusion Project (LEIP). LEIP was a cluster-randomised controlled trial of an intervention called Engage in Education-London (EiE-L) which aimed to reduce school exclusions in those at greatest risk of exclusion. Pupils in the control schools attended an hour-long employability seminar. Minimisation was used to randomly assign schools to treatment and control following baseline data collection. The study involved 36 schools (17 in treatment—373 pupils; 19 in control—369 pupils) with >28% free school meal eligibility across London and utilised on pupil self-reports, teacher reports as well as official records to assess the effectiveness of EiE-L. Due to multiple data sources, sample sizes varied according to analysis. Analyses of pre-specified subgroups revealed null and negative effects on school exclusion following the intervention. Our findings suggest that the design and implementation of EiE-L may have contributed to the negative outcomes for pupils in the treatment schools when compared to those in the control schools. These findings call into question the effectiveness of bolt-on short-term interventions with pupils, particularly those at the highest risk of school exclusion and when they are faced with multiple problems. This is especially pertinent given the possibility of negative outcomes.Trial Registration: Controlled Trials: ISRCTN23244695     

Physical Development and Condition of Psychophysiological Functions in Junior Schoolchildren

The authors studied the correlation between the physical development level and condition of psychophysiological functions in junior schoolchildren. They 104 examined pupils (53 girls and 51 boys) of the fourth form of a secondary school between the ages of nine and ten over the school year. To evaluate the children's physical development, the authors measured the subjects' anthropometric and functional indices. Their results show that the physical development level correlates with the condition of psychophysiological functions.     

Newcomers and Old-Timers: Educational Philosophies-in-Action of Parent Volunteers in a Community of Learners School

Contrasting educational philosophies-in-action were used by 45 parent volunteers working with children in a school organized as a community of learners. Newcomers were more likely to employ a one-sided philosophy-in-action (with either adult-directed or child-directed organization), whereas parents with several years of experience were more likely to use a collaborative philosophy-in-action, consistent with the philosophy of a community of learners. A pedagogical implication is that adults need opportunities to learn new educational philosophies as they work with children.     

A comparative study of students' achievement in botany and zoology

Repeated studies all over the world have consistently revealed that pupils have a higher preference for the study of zoology over botany. Preliminary attempts to find out the relationship between preferences and achievement showed that in Israel various groups of pupils in spite of their higher preference of zoology had achieved better in botany. The purpose of the present study is to see whether the trends found in Israel exist in other countries as well.

Based on the data of ten studies conducted in twenty countries and involving about 300,000 pupils in the age of 9 to 18, it was found that pupils in their early elementary school level up to the age of 13 to 14, achieve, on the average, better in zoology. At the age of 14 to 15, a clear shift in the opposite direction occurs, and the average achievement in botany exceeds. At the age of 16 to 18 there are no differences between the achievement in botany and zoology. Yet, the gain in botany is considerably higher even for this last age group. Thus, it appears that students learn in school a lot more botany than zoology. In spite of the relative higher preference of botany by girls there is no significant difference between boys and girls in their achievement either in botany or in zoology.

The results of a more detailed analysis related to specific topics including human biology as well as to different cognitive levels are also reported. Based on the analysis of the findings in the discussion, seven implications are suggested regarding curriculum planning, laboratory work and the need for specific efforts towards the affective domain. A special reference is made to the potential benefits of comparative international studies of which the present study is an example.     

Understanding the mental health needs of secondary school children in Manchester

Background In a time of limited resources and the need for cohesive services, understanding levels of need and prevalence is key. Manchester has a diverse range of cultures and socio-economic groups; national data is valuable but not always representative of local need.Aim To assess the prevalence of mental health needs in secondary school pupils in Manchester.Method Parents and teachers in three secondary schools were invited to complete the Strengths and Difficulties Questionnaire (SDQ) and a tool examining unmet needs.Results Initially, 560 pupils were chosen. Having excluded families that opted out, 503 questionnaires were distributed. Teachers returned 200 questionnaires and parents returned 127. Higher than average levels of need were identified with teachers reporting that 18% of pupils scored abnormally on the SDQ. Parent rates were also higher than the national average at 13.4%.Discussion Parents and teachers wanted children to be seen at home and at school, the need for consultation and outreach from mental health into schools is emphasised.     

Libido and PTSD

The most frequent PTSD treatment is group therapy. Experiences gained from this kind of work warn us of big difficulties, especially if psychotherapist is an analytically oriented person. He has to do with non-presence of insight. These groups are dominated by projection and catharsis, which is often a source of secondary traumas. However, patients are fond of these group sessions. In the dynamics of such group sessions, what can be recognized is the tendency towards repression of the actual problems a PTSD patient has in his family, at work and in social relations. One of these problems, marked for the intensity of repression and negation, is the problem of libido. Weakness of potency and other libidinous problems are often the source of family problems as well as auto-aggressive acts. Libidinous problems are a taboo topic and the task of a psychodynamically oriented psychotherapeutist is to point out at this problem. Psychotherapeutic process changes its dynamics while directing verbalization to the problem of libido. Apart from readiness for solving the problem, patients with PTSD diagnosis show an interest in the members of their family being involved into psychotherapy. A special dynamics is being developed while solving the libidinous problems of the widows whose husbands were killed in war.