Transforming Research on Recreational Ecosystem Services into Applications and Governance

The science-practice gap has recently been discussed as a critical challenge restricting sustainable growth and development in all facets of our society, including explorations of Recreation Ecosystem Services (RES). To better explore how well the scientific study of RES and its application are connected, this paper aims to synthesize empirical evidence based on an in-depth and systematic literature review. We found that studies of RES have not effectively transformed into the decision-making and long-term planning of our cities. From 2005 to 2020, only 13% of studies referred to specific applications, and about 40% of papers mentioned no applications or practical implications for their research. However, RES research has many potential applications, which can be categorised into six main aspects. In terms of non-spatial improvement: Improved monetary benefits (40%), non-monetary benefits (30%); in terms of spatial improvement: space with high recreational potential or degradation (7%), the relation between supply and demand (7%); and Cross-service governance (16%). After combining the results of various studies, we developed a framework starting from applicable problems and their solutions, which can incorporate the outcomes of RES research while systematically narrowing down the research questions and methods. The framework offers a starting point for further research that can modify and improve in bridging science-practice gaps in RES studies.National Natural Science Foundation of ChinaPeer Reviewe

An effective approach using blended learning to assist the average students to catch up with the talented ones

Because the average students are the prevailing part of the student population, it is important but difficult for the educators to help average students by improving their learning efficiency and learning outcome in school tests. We conducted a quasi-experiment with two English classes taught by one teacher in the second term of the first year of a junior high school. The experimental class was composed of average students (N=37), while the control class comprised talented students (N=34). Therefore the two classes performed differently in English subject with mean difference of 13.48 that is statistically significant based on the independent sample T-Test analysis. We tailored the web-based intelligent English instruction system, called Computer Simulation in Educational Communication (CSIEC) and featured with instant feedback, to the learning content in the experiment term, and the experimental class used it one school hour per week throughout the term. This blended learning setting with the focus on vocabulary and dialogue acquisition helped the students in the experimental class improve their learning performance gradually. The mean difference of the final test between the two classes was decreased to 3.78, while the mean difference of the test designed for the specially drilled vocabulary knowledge was decreased to 2.38 and was statistically not significant. The student interview and survey also demonstrated the students’ favor to the blended learning system. We conclude that the long-term integration of this content oriented blended learning system featured with instant feedback into ordinary class is an effective approach to assist the average students to catch up with the talented ones