Solving complex problems is integral to science. Despite the importance of this type of problem solving, little research has been done on how collaborative teams of expert scientists and teams of informed novices solve problems in environmental science and how experiences of this type affect the novices’ understandings of the nature of science (NOS) and the novices’ teaching. This study addresses these questions: (1) how do collaborative teams of scientists with distributed expertise and teams of informed novices with various levels of distributed expertise solve complex environmental science issues using web-based information and information technology (IT) analysis tools? and, (2) how does working in a collaborative scientific team improve informed novices’ understandings of the nature of authentic scientific inquiry and impact their classroom inquiry products? This study was conducted during Cohort II of the Information Technology in Science project within the Sustainable Coastal Margins scientific group. Over two summers, four environmental scientists from various disciplines led ten science teacher and graduate student participants in learning how each discipline approaches and solves environmental problems. Participants were also instructed about NOS by science educators and designed an inquiry project for use in their classroom. After performing a pilot study of the project, they revised it during the second summer and the entire experience culminated with diverse teams problematizing and solving environmental issues. Data were analyzed using statistical and qualitative techniques. Analysis included evaluation of participants’ responses to a NOS pre- and posttest, their inquiry projects, interviews, and final projects. Results indicate that scientists with distributed expertise approach solving environmental problems differently depending on their backgrounds, but that informed novice and expert teams used similar problem-solving processes and had similar difficulties. As a result of the project, I developed a model of distributed group problem solving for environmental science. Participants’ understandings of NOS improved and matured after instruction and experience working with scientists. The level of most instructional products was “guided inquiry.” The implications are that working with scientists along with direct NOS instruction is beneficial for teachers and science graduate students for their understanding of scientific problem solving, but that much more work needs to be done to achieve authentic inquiry in science classrooms at both secondary and post-secondary levels.

A Study of the Effects of ¡§Cooperation-Strategy-Communication Method¡¨ on the English Learning of Expert and Novice Seventh Graders Ya-Ting Chen Abstract The purpose of this study was to investigate the effects of ¡§Cooperation-Strategy-Communication Method¡¨(CSCM, developed by the researcher) on motivation in English learning, English learning strategies, and English ability. Expert/novice students were the high/low achievers of English learning in primary school. A quasi-experimental design was conducted. Participants were English expert and novice seventh graders selected from a junior high school in Kaohsiung County. One of the summer activity classes represented the experimental group (EG), while another one was the control group (CG). During the month of experimentation, both classes were given English instruction for 16 periods, by having EG received CSCM, and CG received general English teaching. The instruments for pretests were ¡§English Learning Achievement Assessment¡¨ and ¡§English Learning Status Questionnaire A for 7th Graders¡¨, which included ¡§English Learning Motivation Scale¡¨, ¡§English Learning Manners Scale¡¨ and open-ended questions. The instruments for posttests were ¡§English Ability Test for 7th Graders¡¨, and ¡§English Learning Status Questionnaire B for 7th Graders¡¨, which also included ¡§English Learning Motivation Scale¡¨, ¡§English Learning Strategies Scale¡¨ and open-ended questions. Besides, interview outline and teaching diary were also used. Quantitative data were analyzed by two-way MANCOVA while qualitative data referred to content analysis. The main findings were: 1.CSCM showed positive effects on English learning strategies and English ability. 2.Expert students in EG outperformed expert students in CG in English ability. 3.Expert students outperformed novice students in 7 different measures, including motivation in English learning, extrinsic motivation, school curriculum, extracurricular learning, memory strategies, cognitive strategies and English ability. 4.Both expert and novice students: (1) mastered English learning strategies; (2) expected interesting, active and interactive instruction; (3) expected warm attitude from teachers; (4) evaluated their own level of English ability well. The researcher referred to the above findings and made related recommendations for further studies and educational applications.

This study sought to understand effective and ineffective instructional practices in clinical settings and to identify problem-solving strategies used by students and instructors. Three research questions were addressed: where in the undergraduate athletic training education program do students learn, or fail to learn, particular skills; "what instructional methods are of most worth" in teaching these skills, as perceived by the students; and what are the problem-solving strategies used by novice, experienced non-expert, and expert athletic trainers when confronted with novel situations. The subjects were nine students ("novices") and ten Approved Clinical Instructors (ACI's) from three programs in the Southeast United States. Five ACI's were categorized as "experienced non-experts" and five as "experts". All subjects were videotaped while performing various tasks. Each subject was required to think-aloud while they performed typical tasks expected of an entry-level certified athletic trainer, as designated by the NATA Education Council. Subjects then performed a stimulated-recall session, with analysis adapted from Ericsson and Simon (1993). The main findings of this study supported the well-respected teaching notion of "first teach them, then show them, then have them do it". Most concepts were first taught via lecture in the classroom; however, participants believed the "method of most worth" to be hands-on strategies displayed in clinical settings and labs. This study confirmed and disconfirmed aspects of prior research on problem solving. Experts: offered the most verbal comments, used their self-talk to stay on task, displayed intimate rapport with the models, and used various problem-solving strategies based upon the task at hand. Experienced non-experts: tended to drift in their verbal comments, felt the need to justify their answers, spoke mostly with verbal commands, and used several problem solving strategies. Novices: provided the fewest verbal comments, apologized throughout their sessions, often found the problem statement to be the problem itself, and used basic problem solving strategies. Demographics revealed that close relationships, balanced with manageable ACI's and clinical sites, created the most successful programs. Based on the findings of this study, future research must focus on how to best design the curriculum to take advantage of these "methods of most worth".

This qualitative inquiry explores the outcomes that professionals, and their companies, experience when they participate in a student-professional reverse mentorship. Professional development is used across all trades and professions as a way to increase employee skills and improve product/service quality. Reverse mentoring, where a novice teaches the more experienced individual, is a relatively new approach in professional development. When the reverse mentoring scenario is between students and professionals, instead of professionals and their colleagues, we know that students benefit from the reverse mentoring process but little is known about what outcomes the professionals experience. This research reports that professionals experience similar benefits through student-professional reverse mentoring as they experience through colleague reverse mentoring.

The perception of our environment and processing situation- or task-relevant information guides us through our everyday life. For example, in sports, the perception of situation-relevant information can be crucial for success or defeat. Different studies show that auditory and visual information interacts in the perception of complex stimuli (Allerdissen et al., 2017; Ca˜nal-Bruland et al., 2018). Furthermore, the combination of auditory and visual stimuli seems to lead to an increase in the precision of perception (Effenberg, 2005). So far, many studies have investigated the influence of (motor) experiences on the perception and evaluation of complex skills (Heinen et al., 2012; Pizzera & Raab, 2012). This dissertation investigates the role of visual and auditory information in the perception, assessment, and evaluation of complex gymnastic skills. Furthermore, it attempts to approach the role of auditory and visual information in motor control of complex skills. The publication-based dissertation includes five different studies. The first two studies (chapters four and five) deal with expert-novice comparisons regarding the quality of movement perception in gymnastics under three different conditions (audiovisual, visual, and auditory). Here, a three-part acrobatic element sequence (round-off, followed by a back handspring and straight back somersault) on the floor was chosen as the object of investigation. Based on the results of the first study, the second investigation takes up the three-part acrobatic series again. The focus here is on the auditory perception of the natural movement sounds through manipulations. The results of the second study lay the foundation for subsequent investigations. The third study investigated whether and to what extent auditory and visual information processing affect the execution of complex skills in trampoline gymnastics. The fourth study takes up the acrobatic series again. Here, music is examined as a possible influencing factor that can play an essential role in female gymnastics on the floor. The fifth and final study attempts to replicate the results of the fourth study for another component of floor routines in female gymnastics female (gymnastic series). Within the dissertation project studies, previous study results regarding the perception of complex skills could be confirmed for the field of gymnastics. On the one hand, it could be shown that more accurate estimations of complex skills are made when visual and auditory information is available and that current gymnasts use auditory information differently than persons without previous experience and persons with visual experience. On the other hand, it could be shown within a synchronization task in trampoline gymnastics that the availability of information affects the speed of movement regulation. It could also be observed that music adapted to the speed of movement leads to higher scores in evaluating the shown gymnastics skills.:Versicherung I List of Publications II Summary III Zusammenfassung IV 1 Introduction 2 Theoretical Background 2.1 Motion Perception in Gymnastics 2.2 Sensory Contributions to Motion Perception 2.3 Neurophysiological Processes in Motion Perception 2.4 Behavioral and Cognitive Approaches to Motion Perception 2.5 Summary 3 Research Program 4 Publication I - The Role of Visual and Auditory Information in the Observation and Evaluation of Complex Skills in Gymnastics 5 Publication II - How does Auditory Information Influence Observers’ Perception during the Evaluation of Complex Skills? 6 Publication III (accepted) - The Role of Auditory and Visual Information in Interpersonal Coordination in Trampoline Gymnastics 7 Publication IV - Does Jumping to the Beat Result in Better Ratings from Gymnastics Experts? 8 Publication V - The Influence of Music on Judges’ Evaluation of Complex Skills in Gymnastics 9 General Discussion 9.1 Theoretical Discussion 9.2 Methodological Discussion 9.3 Practical Implications 10 Conclusions References Appendix / Die Wahrnehmung unserer Umwelt und die Verarbeitung der situations- oder auf- gabenrelevanten Informationen leitet uns durch unseren Alltag. Im Sport kann die Wahrnehmung von situationsrelevanten Informationen ausschlaggebend für Erfolg oder Niederlage sein. Dabei zeigen unterschiedliche Studien, dass auditive und visuelle Informationen bei der Wahrnehmung komplexer Stimuli interagieren (Allerdissen et al., 2017; Cañal-Bruland et al., 2018). Des Weiteren scheint die Kombination von auditiven und visuellen Reizen zu einer präziseren Wahrnehmung zu führen (Effenberg, 2005). Bisher wurde vielfach untersucht, welchen Einfluss (Bewegungs-) Erfahrungen auf die Wahrnehmung und die Bewertung von Bewegungen hat (Heinen et al., 2012; Pizzera & Raab, 2012). Das Ziel des Dissertationsprojektes ist es die Rolle von visuellen und auditiven Informationen bei der Wahrnehmung, Einschätzung und Bewertung von komplexen turnerischen Elementen zu untersuchen. Des Weiteren wird versucht sich der Rolle von auditiven und visuellen Informationen bei der motorischen Kontrolle komplexer Bewegungen zu nähern. Die publikationsbasierte Arbeit umfasst fünf Studien. Die ersten beiden Untersuchungen (Kapitel vier und fünf) befassen sich mit Experten-Novizen-Vergleichen hinsichtlich der Qualität der Bewegungswahrnehmung im Gerätturnen unter drei verschiedenen Bedingungen (audio-visuell, visuell, auditiv). Hierbei wurde eine dreiteilige akrobatische Elementabfolge (Rondat, Flick-Flack, Salto rückwärts gestreckt) am Gerät Boden als Untersuchungsgegenstand gewählt. Aufbauend auf den Ergebnissen der ersten Studie greift die zweite Untersuchung die dreiteilige Bewegungsfolge erneut auf. Der Fokus wird hierbei auf die natürlichen Bewegungsgeräusche gelegt, deren Informationen durch Manipulationen verändert werden. Die Ergebnisse der zweiten Studie legen die Grundlage für die darauf folgenden Untersuchungen. In der dritten Studie wurde untersucht, ob und inwiefern sich die Verarbeitung von auditiven und visuellen Informationen auf die Ausführung von komplexen Bewegungen auswirkt. Die vierte Studie greift erneut die akrobatische Elementabfolge auf. Hierbei wird Musik als möglicher Einflussfaktor untersucht, der im Gerätturnen weiblich am Boden eine wichtige Rollen spielen kann. Die fünfte und abschließende Studie versucht die Ergebnisse der vierten Studie für einen anderen Bestandteil der Bodenübung im Gerätturnen weiblich (gymnastische Reihen) zu replizieren. Innerhalb des Dissertationsprojektes konnten bisherige Studienergebnisse bezüglich der Wahrnehmung von komplexen Bewegungen für den Bereich des Turnens bestätigt werden. Einerseits konnte gezeigt werden, dass genauere Einschätzungen von Bewegungen erfolgen, wenn visuelle und auditive Informationen verfügbar sind und aktive Sportler:innen auditive Informationen anders nutzen, als Personen ohne Vorerfahrung oder mit visuellen Erfahrungen. Andererseits konnte innerhalb einer Synchronisationsaufgabe im Trampolinturnen gezeigt werden, dass sich die Verfügbarkeit der Informationen auf die Geschwindigkeit der Bewegungsregulation auswirkt. Es konnte außer- dem beobachtet werden, dass an die Bewegungsgeschwindigkeit angepasste Musik zu höheren Werten bei der Bewertung der gezeigten Bewegungen führt.:Versicherung I List of Publications II Summary III Zusammenfassung IV 1 Introduction 2 Theoretical Background 2.1 Motion Perception in Gymnastics 2.2 Sensory Contributions to Motion Perception 2.3 Neurophysiological Processes in Motion Perception 2.4 Behavioral and Cognitive Approaches to Motion Perception 2.5 Summary 3 Research Program 4 Publication I - The Role of Visual and Auditory Information in the Observation and Evaluation of Complex Skills in Gymnastics 5 Publication II - How does Auditory Information Influence Observers’ Perception during the Evaluation of Complex Skills? 6 Publication III (accepted) - The Role of Auditory and Visual Information in Interpersonal Coordination in Trampoline Gymnastics 7 Publication IV - Does Jumping to the Beat Result in Better Ratings from Gymnastics Experts? 8 Publication V - The Influence of Music on Judges’ Evaluation of Complex Skills in Gymnastics 9 General Discussion 9.1 Theoretical Discussion 9.2 Methodological Discussion 9.3 Practical Implications 10 Conclusions References Appendix

Diese Dissertation untersucht motorische und kognitive Leistungen in der Kindheit am Beispiel des Erlernens einer sportlichen Fertigkeit. Dafür wurde eine Methode zur Messung mentaler Vorstellungen von Bewegungen bei Vorschulkindern entwickelt. Diese basiert auf dem Prinzip räumlicher Verdeckung. Es wurden damit sowohl verschiedene kognitive Leistungen wie die Wahrnehmung und Vorstellung von Bewegungen miteinander verglichen als auch in Beziehung zum Bewegungslernen gesetzt. Außerdem wurde in einer quasi-experimentellen Studie u.a. der Einfluss von Erfahrung, Geschlecht und Versuchsbedingung auf Wahrnehmungs- und Vorstellungsleistungen per Experten-Novizen-Paradigma untersucht. Es wurde geschlussfolgert, dass die Methode hinsichtlich des Geschlechts auch in jungen Jahren differenziert. Das bedeutet, dass Mädchen und Jungen im Vorschulalter möglicherweise unterschiedlich bei der Lösung der Aufgaben vorgehen. Damit kann die Methode - im Gegensatz zur Methode der Mentalen Rotation - auch für die Diagnostik von Vorstellungen von Bewegungen ab einem Alter von 4 Jahren eingesetzt werden.