Towards an understanding of neuroscience for science educators

Advances in neuroscience have brought new insights to the development of cognitive functions. These data are of considerable interest to educators concerned with how students learn. This review documents some of the recent findings in neuroscience, which is richer in describing cognitive functions than affective aspects of learning. A brief overview is presented here of the techniques used to generate data from imaging and how these findings have the possibility to inform educators. There are implications for considering the impact of neuroscience at all levels of education – from the classroom teacher and practitioner to policy. This relatively new cross-disciplinary area of research implies a need for educators and scientists to engage with each other. What questions are emerging through such dialogues between educators and scientists are likely to shed light on, for example, reward, motivation, working memory, learning difficulties, bilingualism and child development. The sciences of learning are entering a new paradigm

Computer-supported work in partially distributed and co-located teams: the influence of mood feedback

This article examines the influence of mood feedback on different outcomes of teamwork in two different collaborative work environments. Employing a 2 x 2 between-subjects design, mood feedback (present vs. not present) and communication mode (face-to-face vs. video conferencing) were manipulated experimentally. We used a newly developed collaborative communication environment, called EmotiBoard, which is a large vertical interactive screen, with which team members can interact in a face-to-face discussion or as a spatially distributed team. To support teamwork, this tool provides visual feedback of each team member’s emotional state. Thirty-five teams comprising 3 persons each (with a confederate in each team) completed three different tasks, measuring mood, performance, subjective workload, and team satisfaction. Results indicated that the evaluation of the other team members’ emotional state was more accurate when the mood feedback was presented. In addition, mood feedback influenced team performance positively in the video conference condition and negatively in the face-to-face condition. Furthermore, participants in the video conference condition were more satisfied after task completion than participants in the face-to-face condition. Findings indicate that the mood feedback toolis helpful for teams to gain a more accurate understanding of team members’ emotional states in different work situations

Composing group-level constructs from individual-level survey data

Contains fulltext : 76638.pdf (publisher's version ) (Closed access)Group-level constructs are often derived from individual-level data. This procedure requires a composition model, specifying how the lower level data can be combined to compose the higher level construct. Two common composition methods are direct consensus composition, where items refer to the individual, and referent-shift consensus composition, where items refer to the group. The use and selection of composition methods is subject to a number of problems, calling for more systematic work on the empirical properties of and distinction between constructs composed by different methods. To facilitate and encourage such work, the authors present a methodological framework for addressing the distinction between and the baseline psychometric quality of composed group constructs, illustrated by an empirical example in the group job-design domain. The framework primarily represents a developmental tool with applications in multilevel theory building and scale construction, but also in meta-analysis or secondary analysis, and more general, the validation of group constructs.25 p