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- Arvidson, R. E., et al.
(författare)
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Opportunity Mars Rover mission : Overview and selected results from Purgatory ripple to traverses to Endeavour crater
- 2011
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Ingår i: Journal of Geophysical Research. - Hoboken : Wiley-Blackwell. - 0148-0227 .- 2156-2202. ; 116, s. E00F15-
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Tidskriftsartikel (refereegranskat)abstract
- Opportunity has been traversing the Meridiani plains since 25 January 2004 (sol 1), acquiring numerous observations of the atmosphere, soils, and rocks. This paper provides an overview of key discoveries between sols 511 and 2300, complementing earlier papers covering results from the initial phases of the mission. Key new results include (1) atmospheric argon measurements that demonstrate the importance of atmospheric transport to and from the winter carbon dioxide polar ice caps; (2) observations showing that aeolian ripples covering the plains were generated by easterly winds during an epoch with enhanced Hadley cell circulation; (3) the discovery and characterization of cobbles and boulders that include iron and stony-iron meteorites and Martian impact ejecta; (4) measurements of wall rock strata within Erebus and Victoria craters that provide compelling evidence of formation by aeolian sand deposition, with local reworking within ephemeral lakes; (5) determination that the stratigraphy exposed in the walls of Victoria and Endurance craters show an enrichment of chlorine and depletion of magnesium and sulfur with increasing depth. This result implies that regional-scale aqueous alteration took place before formation of these craters. Most recently, Opportunity has been traversing toward the ancient Endeavour crater. Orbital data show that clay minerals are exposed on its rim. Hydrated sulfate minerals are exposed in plains rocks adjacent to the rim, unlike the surfaces of plains outcrops observed thus far by Opportunity. With continued mechanical health, Opportunity will reach terrains on and around Endeavour's rim that will be markedly different from anything examined to date. Copyright 2011 by the American Geophysical Union.
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| 3. |
- Noetel, Michael, et al.
(författare)
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Prediction Versus Explanation in Educational Psychology : a Cross-Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education
- 2023
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Ingår i: Educational psychology review. - New York, NY : Springer. - 1040-726X .- 1573-336X. ; 35:3
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Forskningsöversikt (refereegranskat)abstract
- Educational psychology usually focuses on explaining phenomena. As a result, researchers seldom explore how well their models predict the outcomes they care about using best-practice approaches to predictive statistics. In this paper, we focus less on explanation and more on prediction, showing how both are important for advancing the field. We apply predictive models to the role of teachers on student engagement, i.e. the thoughts, attitudes, and behaviours, that translate motivation into progress. We integrate the suggestions from four prominent motivational theories (self-determination theory, achievement goal theory, growth mindset theory, and transformational leadership theory), and aim to identify those most critical behaviours for predicting changes in students’ engagement in physical education. Students (N = 1324 all from year 7, 52% girls) from 17 low socio-economic status schools rated their teacher’s demonstration of 71 behaviours in the middle of the school year. We also assessed students’ engagement at the beginning and end of the year. We trained elastic-net regression models on 70% of the data and then assessed their predictive validity on the held-out data (30%). The models showed that teacher behaviours predicted 4.39% of the variance in students’ change in engagement. Some behaviours that were most consistently associated with a positive change in engagement were being good role models (β = 0.046), taking interest in students’ lives outside of class (β = 0.033), and allowing students to make choices (β = 0.029). The influential behaviours did not neatly fit within any single motivational theory. These findings support arguments for integrating different theoretical approaches, and suggest practitioners may want to consider multiple theories when designing interventions. More generally, we argue that researchers in educational psychology should more frequently test how well their models not just explain, but predict the outcomes they care about. © 2023, Crown.
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