RESUMEN

BACKGROUND: Physiology is widely recognized as a difficult course, which can potentially increase students' withdrawal and failures rates. Several factors are likely contributing to the difficulties in learning physiology, including inherent features of the discipline as well as aspects related to instructions and/or students' perception. With regards to the later, it is currently unknown how students of exercise physiology think and explain physiology in terms of its cause or consequence (i.e., teleological or mechanistic thinking). Therefore, the aims of the present study were to determine 1) whether undergraduate students' perception of cardiorespiratory physiology during exercise follows a predominant teleological or mechanistic thinking, and 2) whether prior enrollment in physiology courses can influence the predominance of teleological vs. mechanistic thinking. METHODS: The test instrument was an online questionnaire about exercise physiology consisting of nine incomplete sentences about exercise physiology where students had to choose between a teleological or a mechanistic complement. The questionnaire was administered to undergraduate students in the following areas: 1) Movement Sciences (n = 152), 2) Health-related (n = 81) and, 3) Health-unrelated programs (n = 64). Students in Movement Sciences and Health-related programs were also analyzed separately in the following categories: 1) students who previously undertook physiology courses, and 2) students who did not take physiology courses. RESULTS: Overall, all groups presented a percentage of teleological thinking above 58%, which is considerably high. Teleological thinking was significantly higher in health-unrelated programs than health-related and movement sciences programs (76 ± 16% vs. 58 ± 26% vs. 61 ± 25%; P < 0.01). Further, students with prior enrollment in physiology classes presented a significantly lower percentage of teleological thinking than students without physiology classes (59 ± 25% vs. 72 ± 22%, respectively; P < 0.01), but the overall teleological reasoning remained predominant. CONCLUSIONS: These results confirm the hypothesis that undergraduate students tend to present teleological as opposed to mechanistic thinking in exercise physiology. Furthermore, although undergraduate students with prior enrollment in physiology classes presented significantly lower teleological thinking, it remained highly predominant suggesting that teleological thinking is partially independent of the degree of familiarity with this discipline.

Asunto(s)

Fisiología , Estudiantes , Humanos , Aprendizaje , Solución de Problemas , Percepción , Fisiología/educación

RESUMEN

In motion analysis research, the methodology for estimating the physical processes of human movement is highly developed, but the methodology for interpreting such data is relatively undeveloped. One of the aims of this paper is to demonstrate the importance of developing a conceptual basis for interpreting data about the physical processes of body movement. In this conceptual study, one topic was discussed as a central question: what it means to answer the question what a certain movement technique is aimed for. We first introduced the distinction between explanations from the perspective of causes and explanations from the perspective of purposes as a mode of explaining events, and pointed out the importance of explanations from the perspective of purposes. We next argued that by taking the perspective of whether a given movement technique leads to a desired outcome in comparison to other movement techniques, we can expect to interpret what a given movement technique is for based on objectively observable information rather than the subjective intentions of the athlete. In addition, we discussed how the criterion movement patterns should be defined when assessing the fitness for purpose of a given movement technique in terms of its consequences. In this regard, our argument is that it is necessary to take into account that the exact same movement pattern cannot be performed every time, even for the same motor task, and that there are multiple options for how to define the set of possible movement patterns that can be performed. Our discussion reveals the peculiarity of grasping the meaning of movement techniques, and therefore suggests that there is a substantial need for motion analysis researchers to deepen their conceptual analysis to understand the nature of this issue.

RESUMEN

While several researchers have suggested that evolution should be explored from the initial years of schooling, little information is available on effective resources to enhance elementary school students' level of understanding of evolution by natural selection (LUENS). For the present study, we designed, implemented, and evaluated an educational activity planned for fourth graders (9 to 10 years old) to explore concepts and conceptual fields that were historically important for the discovery of natural selection. Observation field notes and students' productions were used to analyze how the students explored the proposed activity. Additionally, an evaluation framework consisting of a test, the evaluation criteria, and the scoring process was applied in two fourth-grade classes (N = 44) to estimate elementary school students' LUENS before and after engaging in the activity. Our results show that our activity allowed students to link the key concepts, resulting in a significant increase of their understanding of natural selection. They also reveal that additional activities and minor fine-tuning of the present activity are required to further support students' learning about the concept of differential reproduction.