Physics homework often boils down to solving end-of-chapter quantitative problems. For targeting different learning goals of physics education, different types of homework are needed. The aim of this research was to compare the effectiveness of simulation-based, video-based, and paper-and-pencil homework in developing an understanding about Newton’s laws and forming positive attitudes towards physics homework. 150 first-year students from the Faculty of Chemical Engineering and Technology at the University of Zagreb (Croatia) were randomly assigned to one of the three above-mentioned homework approaches. After, students had lectures and seminars on Newton’s laws, they were administered a pre-test. In the next three weeks, the students completed three homework assignments on Newton’s laws, after which they completed a post-test. For students from all three homework approaches a substantial improvement in conceptual understanding has been observed. Although the three approaches proved to be equally effective when it comes to developing understanding, the simulation-based approach was found to be superior when it comes to developing positive attitudes towards physics homework. If one controls for target knowledge, the modality of the homework assignment does not affect cognitive outcomes, but it does affect students’ attitudes towards homework. Keywords: conceptual understanding, experimental study, simulation-based homework, video-based homework

Questions about cognitive aging are inherent questions about why individuals of different ages or from different subpopulations differ from each other and how these differences change over time. One of the main goals of cognitive gerontology is to describe how cognitive abilities change over time and to link these changes with brain aging. When we talk about the cognitive deterioration in the elderly, we have to consider great individual differences in cognitive functioning, that are greater than in the earlier period of life. In neurophysiology, significant progress has been made in mapping the brain areas responsible for changes in cognitive functioning; whether biological weakening will manifest in our behavior is greatly determined by life experiences and habits. Emotional stability, openness to experience, higher level of education, higher socioeconomic status, enjoyment in intellectual activities through the lifespan, and better physical and mental health are positively correlated with preserved cognitive abilities among older adults.

This study was conducted with three aims. The first aim of our study was to examine both construct-related validity and content validity of the Atmosphere-related environmental problems diagnostic test (Arslan et al. 2012) in Bosnia and Herzegovina university student sample. The Atmosphere-related environmental problems diagnostic test is a three-tier multiple-choice diagnostic test consisting of 13 questions on global warming, greenhouse effect, ozone layer depletion and acid rain. The second aim of this study was to examine scientific understanding as well as misunderstanding of atmosphere-related environmental problems among B&H university student sample. Finally, the third aim of our study was to compare scientific understanding and misconceptions of the atmosphere-related environmental problems with respect to educational background. A total of 445 students (22,7% males) of three faculty participated in the research. Results indicate that Atmosphere-related environmental problems diagnostic test measures a single construct of general scientific knowledge about atmosphere-related environmental problems. In addition, the content validity and reliability were satisfactory. Results obtained in our study show that students’ overall understanding of each content area was low but comparable to knowledge of pre-service teachers in the USA (Arslan et al. 2012; Kahraman, 2019). Similar to earlier research, most incorrect answers resulted from lack of knowledge rather than from misconceptions. Students who attended ecology classes scored higher than students who had not attended these classes. However, although having higher scores on Atmosphere-related environmental problems diagnostic test, students who attended ecology classes also exhibited more misconceptions related to atmosphere-related environmental problems compare to who had not attended ecology classes. This finding indicates that in the context of university education in Bosnia and Herzegovina, one has to also check for possible sources of didaktikogenic misconceptions related to environmental education.

Prema hipotezi zamisljenog kontakta dovoljna je samo vizualizacija socijalnog kontakta pozitivnog tona prema vanjskoj grupi kako bi doslo do promjene u negativnim stavovima. U ovom je istraživanju ispitivana uloga kapaciteta radnog pamcenja u zamisljenom kontaktu. Provedene su dvije studije. U prvoj je, kvazieksperimentalnoj studiji, pokazano da osobe koje imaju manji kapacitet radnog pamcenja imaju negativnije opise zamisljenog kontakta i negativnije stavove prema vanjskoj grupi u odnosu na osobe veceg kapaciteta radnog pamcenja. Druga, eksperimentalna studija, prosirila je nalaze prve studije te je pokazano da su osobe koje su neposredno pred zamisljanje kontakta s clanom vanjske grupe imale dodatno opterecenje radnog pamcenja posljedicno imale negativnije opise zamisljenog kontakta i negativnije stavove prema clanovima vanjske grupe nego skupina ispitanika koja nije imala dodatno opterecenje radnog pamcenja. Medijacijska analiza potvrdila je hipotezu da je (ne)mogucnost održavanja pozitivnog tona zamisljene interakcije mehanizam koji uvjetuje uspjesnost zamisljenog kontakta na smanjenje negativnih stavova. Nalazi obiju studija upucuju na to da je kapacitet radnog pamcenja jedan od faktora koji uvjetuje uspjesnost intervencije zamisljenim kontaktom. Dobiveni rezultati otvaraju nova pitanja o efikasnosti zamisljenog kontakta u promjenama stava.

Animations are widely used in today’s science classrooms. Therefore it is very important to explore under which conditions animations are most effective. In earlier studies it has been generally shown that the effectiveness of instruction largely depends on management of cognitive load. The aim of the present study was to compare the effect of Physlet animations, printed sequences of selected animation frames and traditionally presented static pictures on understanding about lenses and levels of cognitive load. According to the results of a quasi-experiment that included forty nine high-school students, Physlet-based teaching generally leads to higher germane load and consequently to more effective learning than the traditional approach. Particularly high levels of germane load have been found for Physlet-based problems . These findings can be accounted for by the interactivity feature of Physlets.

The study examined the psychometric characteristics of three automated working memory span tasks: operational, reading, and symmetry span task, administered in groups of participants. For each task, the metric characteristics of six scoring procedures were evaluated: partial, absolute, partial non-weighted, absolute non-weighted, partial weighted, and absolute weighted scoring. Metric characteristics of all measures were compared across two parallel analyses: with and without application of a typical 85% accuracy criterion on the processing component of the tasks. The study demonstrates that the group administration of span tasks does not compromise their psychometric characteristics. All the tasks had an adequate internal consistency with Cronbach’s αs equal to or above .70; the exception being all types of the symmetry span task absolute scores with α values close to .60. Furthermore, all tasks have satisfactory convergent construct validity as well as criterion validity estimated in relation to measures of fluid intelligence. Omitting the 85% accuracy criterion on the processing component of the span tasks did not impair their psychometric properties. Thus, it is recommended that researchers discard this accuracy criterion as a criterion for filtering the results for further statistical analyses.

The aims of this study were to assess the factor structure of a new instrument for the measurement of intrinsic, extraneous and germane cognitive load in a Bosnian sample, to determine the internal consistency of this instrument and to determine whether the instrument predicts learning outcomes. The participants were 75 undergraduate students from the Department of Psychology, University of Sarajevo. Data was collected using the Questionnaire for the Measurement of Intrinsic, Extraneous and Germane Load developed by Leppink, Pass, Van der Vleuten, Van Gog & Van Merrienboer [15] and a Brief Test of Knowledge developed for the purpose of the present study. Results of a confirmatory factor analysis support a three-dimensional model, with the item loadings in the expected manner. The factor structure obtained in our study is consistent with the factor structure reported by Leppink et al. [15]. In addition, the scale items showed good internal consistencies. The results obtained in our study suggest that low intrinsic in combination with high germane scores contribute to learning outcome. High complexity of learning material in combination with not well-organized prerequisite knowledge causes lower investment of germane cognitive resources, i.e. learning process, and consequently lower learning outcome. Overall, despite a relatively small sample size, the results of our study show a clear three-factor structure that corresponded to intrinsic, extraneous and germane cognitive load. The questionnaire could be an important instrument for research practice in domain of CLT. Moreover, the instrument has significant practical value. Educational practitioner can use the instrument in researching and planning their teaching to maximise learning.

Fluoride release is important characteristic of glass-ionomer cements. Quantity of fluoride ions released from the glass-ionomer cements has major importance in definition of their biological activity. The objectives of this study were to define the quantity of fluoride ions released from the experimental glass-ionomer cements and to define the effect of fluoride ions released from the experimental glass-ionomer cements on their cytotoxicity. Concentrations of the fluoride ions released in the evaluated glass-ionomer cements were measured indirectly, by the fluoride-selective WTW, F500 electrode potential, combined with reference R503/D electrode. Statistical analyses of F-ion concentrations released by all glass-ionomers evaluated at two time points, after 8 and after 24 hours, show statistically higher fluoride releases from RMGICs: Vitrebond, Fuji II LC and Fuji Plus, when compared to conventional glass-ionomer cements: Fuji Triage, Fuji IX GP Fast and Ketac Silver, both after 8 and after 24 hours. Correlation coefficient between concentrations of fluoride ion released by evaluated glass-ionomer cements and cytotoxic response of UMR-106 osteoblast cell-line are relatively high, but do not reach levels of biological significance. Correlation between concentrations of fluoride ion released and cytotoxic response of NIH3T3 mouse fibroblast cell line after 8 hours is high, positive and statistically significant for conventional GICs, Fuji Triage and Fuji IX GP Fast, and RMGIC, Fuji II LC. Statistically significant Correlation coefficient between concentrations of fluoride ion released and cytotoxic response of NIH3T3 cell line after 24 hours is defined for RMGIC Fuji II LC only.

Fluoride release is important characteristic of glass-ionomer cements. Quantity of fl uoride ions released from the glass-ionomer cements has major importance in defi nition of their biological activity. Th e objectives of this study were to defi ne the quantity of fl uoride ions released from the experimental glass-ionomer cements and to defi ne the eff ect of fl uoride ions released from the experimental glass-ionomer cements on their cytotoxicity. Concentrations of the fl uoride ions released in the evaluated glass-ionomer cements were measured indirectly, by the fl uoride-selective WTW, F electrode potential, combined with reference R/D electrode. Statistical analyses of F-ion concentrations released by all glass-ionomers evaluated at two time points, after  and after  hours, show statistically higher fl uoride releases from RMGICs: Vitrebond, Fuji II LC and Fuji Plus, when compared to conventional glass-ionomer cements: Fuji Triage, Fuji IX GP Fast and Ketac Silver, both after  and after  hours. Correlation coeffi cient between concentrations of fl uoride ion released by evaluated glass-ionomer cements and cytotoxic response of UMR- osteoblast cell-line are relatively high, but do not reach levels of biological signifi cance. Correlation between concentrations of fl uoride ion released and cytotoxic response of NIHT mouse fi broblast cell line after  hours is high, positive and statistically signifi cant for conventional GICs, Fuji Triage and Fuji IX GP Fast, and RMGIC, Fuji II LC. Statistically signifi cant Correlation coeffi cient between concentrations of fl uoride ion released and cytotoxic response of NIHT cell line after  hours is defi ned for RMGIC Fuji II LC only. ©  Association of Basic Medical Sciences of FB&H. All rights reserved