The rescuer who drowns can result from the attempted rescue of a human or an animal. We report here a total population analysis of all drowning fatalities for the 14-year period 1–July-2002 to 30-June-2016 which involved an attempted rescue of an animal. Cases were drawn from the Royal Life Saving National Fatal Drowning Database, which in turn, derived its data primarily from the National Coronial Information System (NCIS). Eight people drowned, all adults (ranging in age from 19-74 years), in the attempted rescue of an animal. Seven of the animals were domestic pet dogs, and in two cases farm animals. Six of the eight fatalities occurred in inland waterways. The AVIR-A syndrome, the ‘Aquatic Victim Instead of Rescuer– Animal’ (AVIR-A) drowning syndrome, is a subset of the AVIR drowning syndrome. Environmental design and regulation are unlikely to prevent this type of fatality. Public awareness, with emphasis on non-contact rescue training should be the approach taken.
{"title":"Drowning of Pet Owners during Attempted Animal Rescues: The AVIR-A Syndrome","authors":"J. Pearn, A. Peden, R. Franklin","doi":"10.25035/ijare.12.02.08","DOIUrl":"https://doi.org/10.25035/ijare.12.02.08","url":null,"abstract":"The rescuer who drowns can result from the attempted rescue of a human or an animal. We report here a total population analysis of all drowning fatalities for the 14-year period 1–July-2002 to 30-June-2016 which involved an attempted rescue of an animal. Cases were drawn from the Royal Life Saving National Fatal Drowning Database, which in turn, derived its data primarily from the National Coronial Information System (NCIS). Eight people drowned, all adults (ranging in age from 19-74 years), in the attempted rescue of an animal. Seven of the animals were domestic pet dogs, and in two cases farm animals. Six of the eight fatalities occurred in inland waterways. The AVIR-A syndrome, the ‘Aquatic Victim Instead of Rescuer– Animal’ (AVIR-A) drowning syndrome, is a subset of the AVIR drowning syndrome. Environmental design and regulation are unlikely to prevent this type of fatality. Public awareness, with emphasis on non-contact rescue training should be the approach taken.","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"85 1","pages":"8"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88646781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Highly Reliable Organisations (HROs) are safety-centric organisations that operate in complex environments alongside risky technologies and processes. There is a high risk of catastrophe and error in these settings, the consequences of which may result in loss of life, financial cost, and damage to the environment. “Chronic unease” is a concept originally adopted by Royal Dutch Shell describing a mindset that has five predictable attributes that contribute to an individual’s and organisational safety culture. The authors of this paper describe the attributes of chronic unease in the context of lifeguard operations. A case study of a dangerous and dynamic rescue situation from a popular New Zealand beach is presented and analysed wearing a ‘cloak of chronic unease’ to draw upon the attributes of this concept and to present a discussion about how lifeguards, their managers, and leaders may learn valuable lessons from HROs to develop safer operations by fostering a similar mindset we have dubbed: “The Rescue-Ready” mindset.
{"title":"Towards a “Rescue Ready” Mindset: Can Lifeguard Teams Learn Lessons from the Attributes of Chronic Unease?","authors":"B. Doyle, Jon K. Webber","doi":"10.25035/ijare.12.02.01","DOIUrl":"https://doi.org/10.25035/ijare.12.02.01","url":null,"abstract":"Highly Reliable Organisations (HROs) are safety-centric organisations that operate in complex environments alongside risky technologies and processes. There is a high risk of catastrophe and error in these settings, the consequences of which may result in loss of life, financial cost, and damage to the environment. “Chronic unease” is a concept originally adopted by Royal Dutch Shell describing a mindset that has five predictable attributes that contribute to an individual’s and organisational safety culture. The authors of this paper describe the attributes of chronic unease in the context of lifeguard operations. A case study of a dangerous and dynamic rescue situation from a popular New Zealand beach is presented and analysed wearing a ‘cloak of chronic unease’ to draw upon the attributes of this concept and to present a discussion about how lifeguards, their managers, and leaders may learn valuable lessons from HROs to develop safer operations by fostering a similar mindset we have dubbed: “The Rescue-Ready” mindset.","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87541701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Preventive water competences that children should learn to be safe in the water have been discussed and revised. Methodology to promote these wáter competences has not had the same amount of examination and discussion so far. From an ecological perspective, we share some key points derived from the objectives of the research-into-action program called “The development of preventive water competences in 5th and 6th grade school students” as conducted in Junior Lifeguard programs in Uruguay. It involved six groups of 10 to 12-yearold Estate School students studied in two cycles. The whole process conveyed how our methodology changed from experiences and assessment results.
{"title":"Creativity, Experience, and Reflection: One Magic Formula to Develop Preventive Water Competences","authors":"Ortiz Olivar, I. Ana","doi":"10.25035/IJARE.12.02.02","DOIUrl":"https://doi.org/10.25035/IJARE.12.02.02","url":null,"abstract":"Preventive water competences that children should learn to be safe in the water have been discussed and revised. Methodology to promote these wáter competences has not had the same amount of examination and discussion so far. From an ecological perspective, we share some key points derived from the objectives of the research-into-action program called “The development of preventive water competences in 5th and 6th grade school students” as conducted in Junior Lifeguard programs in Uruguay. It involved six groups of 10 to 12-yearold Estate School students studied in two cycles. The whole process conveyed how our methodology changed from experiences and assessment results.","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"57 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85021896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hannah L. M. Calverley, P. Davis, J. Harvey, Christopher Mesagno
The purpose of this study was to investigate differences, between swimmerlifeguards and swimmer-non-lifeguards, in trait and state anxiety and emotion regulation techniques in a real-life precompetitive situation with a secondary focus on gender differences. The Emotion Regulation Questionnaire, Sport Anxiety Scale – 2 and the Mental Readiness Form – 3 were distributed to 100 participants at university swimming competitions in the United Kingdom. Swimmer-lifeguards displayed significantly lower cognitive (p=.03) and somatic state (p=.05) anxiety and cognitive trait anxiety (p=.02) than swimmernon-lifeguards. Males reported significantly lower levels of cognitive and somatic trait anxiety (p<.01) than females. There was also a gender-group interaction, with male swimmer-lifeguards showing significantly lower somatic trait anxiety than the other groups (p<.03). Males indicated significantly greater use of reappraisal than females (p=.01); no other effects were observed. These results support previous research regarding lifeguard characteristics, however the nature of these qualities and how they originate require further exploration.
{"title":"Examining Group Differences in Emotion Regulation Strategies and the State and Trait Anxiety of Lifeguards and Non-Lifeguards in a Real-World Precompetitive Situation","authors":"Hannah L. M. Calverley, P. Davis, J. Harvey, Christopher Mesagno","doi":"10.25035/ijare.12.02.04","DOIUrl":"https://doi.org/10.25035/ijare.12.02.04","url":null,"abstract":"The purpose of this study was to investigate differences, between swimmerlifeguards and swimmer-non-lifeguards, in trait and state anxiety and emotion regulation techniques in a real-life precompetitive situation with a secondary focus on gender differences. The Emotion Regulation Questionnaire, Sport Anxiety Scale – 2 and the Mental Readiness Form – 3 were distributed to 100 participants at university swimming competitions in the United Kingdom. Swimmer-lifeguards displayed significantly lower cognitive (p=.03) and somatic state (p=.05) anxiety and cognitive trait anxiety (p=.02) than swimmernon-lifeguards. Males reported significantly lower levels of cognitive and somatic trait anxiety (p<.01) than females. There was also a gender-group interaction, with male swimmer-lifeguards showing significantly lower somatic trait anxiety than the other groups (p<.03). Males indicated significantly greater use of reappraisal than females (p=.01); no other effects were observed. These results support previous research regarding lifeguard characteristics, however the nature of these qualities and how they originate require further exploration.","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"58 1","pages":"4"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86336735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-24DOI: 10.36771/ijre.44.1.20-pp284-317
Khaled Alenezi
The study aims to reveal the relationship between the formation of ego identity and the social responsibility of the students of the Northern Border University in Saudi Arabia and explores the effect of gender on the formation of ego identity. The study sample consists of 672 students (324 males, 348 females). Instruments included the objective measure of the ego identity and the scale of social responsibility. Pearson correlation coefficient and independent samples t-test were used. The results indicated that there is a significant correlation between levels of ideological identity, social identity, total ego identity and some dimensions of social responsibility, and the total score. Furthermore, results showed that there are significant differences between males and females in some levels of ideological identity, social identity, total ego identity, which includes achievement and foreclosure in favor of males and moratorium for females.
{"title":"Forming Ego Identity and its relationship with Social Responsibility among Northern Border University students' in Saudi Arabia","authors":"Khaled Alenezi","doi":"10.36771/ijre.44.1.20-pp284-317","DOIUrl":"https://doi.org/10.36771/ijre.44.1.20-pp284-317","url":null,"abstract":"The study aims to reveal the relationship between the formation of ego identity and the social responsibility of the students of the Northern Border University in Saudi Arabia and explores the effect of gender on the formation of ego identity. The study sample consists of 672 students (324 males, 348 females). Instruments included the objective measure of the ego identity and the scale of social responsibility. Pearson correlation coefficient and independent samples t-test were used. The results indicated that there is a significant correlation between levels of ideological identity, social identity, total ego identity and some dimensions of social responsibility, and the total score. Furthermore, results showed that there are significant differences between males and females in some levels of ideological identity, social identity, total ego identity, which includes achievement and foreclosure in favor of males and moratorium for females.","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"7 1","pages":"284-317"},"PeriodicalIF":0.0,"publicationDate":"2020-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75211369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.36771/ijre.44.3.20-pp319-351
Maha Ibrahem Alkaltham
The purpose of this study was to examine the effect of the roundhouse strategy related to teaching international relations unit on grade eight students’ achievement and attitudes toward national and social studies module. The researcher prepared a teaching unit in international relations embedded in the one of the units of national and social studies module taught to grade eight students. The researcher also prepared a teacher’s guide in using roundhouse strategy. The sample comprised forty students in grade 8 at Almajmaah governance. The students were divided into two groups: an experimental group taught using roundhouse method, and a control group following the traditional instruction. The results showed that there was a statistically significant difference (α ˂ 0.05) in the posttesting results of the international relations unit in favor of experimental group students. In addition, a statistically significant difference (α ˂ 0.05) was found in the post-testing of the attitudes scale in favor of the experimental group. Due to its role in strengthening student's national allegiance, loyalty and acknowledgement of kingdom's efforts.
{"title":"The Effect of Using Circular House Strategy on Teaching International Relations Unit on Achievement and Attitudes towards Social and National Studies for Grade 8 Students","authors":"Maha Ibrahem Alkaltham","doi":"10.36771/ijre.44.3.20-pp319-351","DOIUrl":"https://doi.org/10.36771/ijre.44.3.20-pp319-351","url":null,"abstract":"The purpose of this study was to examine the effect of the roundhouse strategy related to teaching international relations unit on grade eight students’ achievement and attitudes toward national and social studies module. The researcher prepared a teaching unit in international relations embedded in the one of the units of national and social studies module taught to grade eight students. The researcher also prepared a teacher’s guide in using roundhouse strategy. The sample comprised forty students in grade 8 at Almajmaah governance. The students were divided into two groups: an experimental group taught using roundhouse method, and a control group following the traditional instruction. The results showed that there was a statistically significant difference (α ˂ 0.05) in the posttesting results of the international relations unit in favor of experimental group students. In addition, a statistically significant difference (α ˂ 0.05) was found in the post-testing of the attitudes scale in favor of the experimental group. Due to its role in strengthening student's national allegiance, loyalty and acknowledgement of kingdom's efforts.","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"9 1","pages":"319-351"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87587142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.36771/ijre.44.3.20-pp352-356
Mona Ali Almarri
Book Review: Publication Manual of the American Psychological Association (Seventh Edition)
书评:美国心理学会出版手册(第七版)
{"title":"Book Review: Publication Manual of the American Psychological Association (Seventh Edition)","authors":"Mona Ali Almarri","doi":"10.36771/ijre.44.3.20-pp352-356","DOIUrl":"https://doi.org/10.36771/ijre.44.3.20-pp352-356","url":null,"abstract":"Book Review: Publication Manual of the American Psychological Association (Seventh Edition)","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"79 1","pages":"352-356"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77970707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.36771/ijre.44.3.20-pp41-73
Mohammad Sayed Said Soliman
Working memory training programs have attracted great interest, with claims that the training programs can have diverse beneficial effects. The purpose of this article was to examine nearand far-transfer effects following working-memory training and identify the significant moderators related to these effects. Twentythree research articles were included in the metaanalysis. The results showed that near-transfer effects of verbal and visual-spatial working memory skills had effect sizes ranging from 3.22 to 2.99 respectively. Far-transfer effects of reading comprehension and academic achievement had effect sizes ranging from 3.17 to 2.43 respectively. Two significant moderators, namely, learner status (typically/special needs) and duration of training sessions(less 40 m/more 40 m) had an impact on near-transfer effects only.
{"title":"The Effectiveness of Working Memory Training Programs for Special Needs and Typically Developing Students in Arab Countries: A Meta-Analysis Study","authors":"Mohammad Sayed Said Soliman","doi":"10.36771/ijre.44.3.20-pp41-73","DOIUrl":"https://doi.org/10.36771/ijre.44.3.20-pp41-73","url":null,"abstract":"Working memory training programs have attracted great interest, with claims that the training programs can have diverse beneficial effects. The purpose of this article was to examine nearand far-transfer effects following working-memory training and identify the significant moderators related to these effects. Twentythree research articles were included in the metaanalysis. The results showed that near-transfer effects of verbal and visual-spatial working memory skills had effect sizes ranging from 3.22 to 2.99 respectively. Far-transfer effects of reading comprehension and academic achievement had effect sizes ranging from 3.17 to 2.43 respectively. Two significant moderators, namely, learner status (typically/special needs) and duration of training sessions(less 40 m/more 40 m) had an impact on near-transfer effects only.","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"43 1","pages":"41-73"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72795010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.36771/ijre.44.3.20-pp142-181
E. Omara, علي مهدي كاظم
The current study investigated the feasibility of developing a computerized adaptive form of Raven’s Colored Progressive Matrices test, one of the most important culture-free intelligent tests, using the Item Response Theory. The test consists of 36 items divided into three groups. The data used in the current study were adapted from the study by Kadhim et al. (2008), which included 1042 subjects, aged 5 to 10 from both genders and distributed into 11 Omani governorates. Item Response Theory assumptions were met and then the mirtCAT package was used to evaluate a computerized adaptive form of the test. Raven’s test items were compatible with the three-parameter model which was used to scale the test items. The Maximum Fisher Information method was used to select items in the adaptive form. The full and the adaptive forms were compared to each other across the different simulated conditions in the current study. The results indicated that using 17 items of the adaptive form could accurately estimate the subjects’ abilities without a substantial loss of information. The previous finding is a preliminary indication of the possibility of developing an adaptive form of the colored progressive matrices test that can be used in various assessments that practitioners may need to assess, classify or diagnose children.
{"title":"A Feasibility Study for Developing a Computerized Adaptive Form of Raven’s Colored Progressive Matrices Test for Omani Children Based on the Item Response Theory","authors":"E. Omara, علي مهدي كاظم","doi":"10.36771/ijre.44.3.20-pp142-181","DOIUrl":"https://doi.org/10.36771/ijre.44.3.20-pp142-181","url":null,"abstract":"The current study investigated the feasibility of developing a computerized adaptive form of Raven’s Colored Progressive Matrices test, one of the most important culture-free intelligent tests, using the Item Response Theory. The test consists of 36 items divided into three groups. The data used in the current study were adapted from the study by Kadhim et al. (2008), which included 1042 subjects, aged 5 to 10 from both genders and distributed into 11 Omani governorates. Item Response Theory assumptions were met and then the mirtCAT package was used to evaluate a computerized adaptive form of the test. Raven’s test items were compatible with the three-parameter model which was used to scale the test items. The Maximum Fisher Information method was used to select items in the adaptive form. The full and the adaptive forms were compared to each other across the different simulated conditions in the current study. The results indicated that using 17 items of the adaptive form could accurately estimate the subjects’ abilities without a substantial loss of information. The previous finding is a preliminary indication of the possibility of developing an adaptive form of the colored progressive matrices test that can be used in various assessments that practitioners may need to assess, classify or diagnose children.","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"35 1","pages":"142-181"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87147396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.36771/ijre.44.3.20-pp182-215
Ahmed Abdullah alsebaei M.A, Ehab Mohammed Omara Dr, Mahmoud Ibrahim Abdalla Dr
The purpose of this study was to examine the psychometric properties and the factorial structure of the scientific curiosity scale. Exploratory and confirmatory factor analyses were used to validate the scale. The study sample included 1244 students from both genders (657 males, 587 females). Participants were 9 and 10 graders chosen from the basic education schools in the governates of Ash-Sharqiyah North, AdDakhiliyah, and Muscat in Oman. The results of both exploratory and confirmatory factor analyses revealed three factors of the scientific curiosity scale, namely scientific practices, extensibility, and intolerance of ambiguity. The confirmatory factor analysis using Amos was also applied to analyze the factorial structure of the scale, and fit indices revealed that the factorial structure is compatible with the scientific curiosity scale of the Omani sample data. The paper concludes with a discussion around the possibility of using the scientific curiosity scale to measure scientific curiosity as well as for classifying gifted students and predict students’ future professional preferences.
{"title":"The Factorial Structure of the Scientific Curiosity Scale for Grade 9 and 10 Students in the Sultanate of Oman","authors":"Ahmed Abdullah alsebaei M.A, Ehab Mohammed Omara Dr, Mahmoud Ibrahim Abdalla Dr","doi":"10.36771/ijre.44.3.20-pp182-215","DOIUrl":"https://doi.org/10.36771/ijre.44.3.20-pp182-215","url":null,"abstract":"The purpose of this study was to examine the psychometric properties and the factorial structure of the scientific curiosity scale. Exploratory and confirmatory factor analyses were used to validate the scale. The study sample included 1244 students from both genders (657 males, 587 females). Participants were 9 and 10 graders chosen from the basic education schools in the governates of Ash-Sharqiyah North, AdDakhiliyah, and Muscat in Oman. The results of both exploratory and confirmatory factor analyses revealed three factors of the scientific curiosity scale, namely scientific practices, extensibility, and intolerance of ambiguity. The confirmatory factor analysis using Amos was also applied to analyze the factorial structure of the scale, and fit indices revealed that the factorial structure is compatible with the scientific curiosity scale of the Omani sample data. The paper concludes with a discussion around the possibility of using the scientific curiosity scale to measure scientific curiosity as well as for classifying gifted students and predict students’ future professional preferences.","PeriodicalId":38535,"journal":{"name":"International Journal of Aquatic Research and Education","volume":"5 1","pages":"182-215"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79530997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：