Constructing representations to learn in science

Current research into student learning in science has shifted attention from the traditional cognitivist perspectives of conceptual change to socio-cultural and semiotic perspectives that characterize learning in terms of induction into disciplinary literacy practices. This book builds on recent interest in the role of representations in learning to argue for a pedagogical practice based on students actively generating and exploring representations. The book describes a sustained inquiry in which the authors worked with primary and secondary teachers of science, on key topics identified as problematic in the research literature. Data from classroom video, teacher interviews and student artifacts were used to develop and validate a set of pedagogical principles and explore student learning and teacher change issues. The authors argue the theoretical and practical case for a representational focus. The pedagogical approach is illustrated and explored in terms of the role of representation to support quality student learning in science. Separate chapters address the implications of this perspective and practice for structuring sequences around different concepts, reasoning and inquiry in science, models and model based reasoning, the nature of concepts and learning, teacher change, and assessment. The authors argue that this representational focus leads to significantly enhanced student learning, and has the effect of offering new and productive perspectives and approaches for a number of contemporary strands of thinking in science education including conceptual change, inquiry, scientific literacy, and a focus on the epistemic nature of science.

Group-work: does it have to be that bad?

Many accreditation bodies and universities require the graduate attribute of "an ability to work in teams" or to "effectively collaborate". Students invariably dislike working in groups maintaining that "malingerers ride on the back" of those students who work hard and contribute effectively to the outcomes of the group or team. This is the context in which an ALTC/OLT project was established, the project is to consider ways of enhancing group-work in Architecture and design related disciplines. The project has identified the issues associated with group-work, from the perspective of student and lecturer, and has begun to develop strategies to overcome the issues. This paper reports on an assessment intervention made in a subject that involved significant levels of group-work, the initiative gained interesting responses from the students involved. Interestingly the class was multi-disciplinary and with a large percentage of international students. The students articulated during the focus group at the end of the experience were positive about the experience of having to collaborate. This paper reports on the assessment initiative as well as providing some insights into the students' experiences of working in groups.

Book review : Disposed to learn: schooling, ethnicity and the scholarly habitus

Book review of: Disposed to learn: schooling, ethnicity and the scholarly habitus, by Megan Watkins and Greg Noble

Prison rape : is it okay to make jokes about rape in prison?

The trivialisation of sexual violence through what passes as humour is much less common than it once was. Jokes about rape are not innocent, are not harmless fun, are not unconnected to the horrible crime they make light of. Their gradual marginalisation represents social change of real importance. But there is one last refuge of the rape joke in mainstream popular culture, and its continued presence reflects a shameful blind spot in our society. It is a joke which conceals a horrible and damaging reality which is somehow both a taboo topic and a truth universally acknowledged.

A picture that circulated widely on Facebook and other social media last year captures the horror in the humour. It is a picture of a man’s back, decorated with a huge image of an alluring, naked woman, with the man’s buttocks marked to look like breasts. The caption: This man had what he thought was the best tattoo in the world . . . until he went to prison. How can a gag about a man being anally raped while in prison be widely popular, seen as funny, a giggle to share? Were the prospective victim a child or a woman, or were the rape in almost any other setting, the reaction would surely be revulsion and anger. Jail rape, though, somehow remains funny.

Perspective taking and empathy: does having similar past experience to another person make it easier to take their perspective?

This study tested the hypothesis that it is easier to take the perspective of another person when one has similar past experience. Volunteer participants (N = 154) were asked to take the perspective of a protagonistin one of four problematic interpersonal situations and then to rate the ease with which they felt able to perspective take and the extent of their personal past experience of similar situations. Similar past experiencepredicted ease of perspective taking, with the relationship influenced by reflection on past experience. Ease of perspective taking mediated the relationship between similar past experience and participant perceptionsof their accuracy in understanding the other person, but ease was not associated with emotional arousal. The findings have potential therapeutic applications for attempts to increase empathy and understanding in people for whom perspective taking may be difficult.

Individual differences in intention to fake job interviews: Personality, self-monitoring, and the theory of planned behaviour

When job applicants lie in job interviews, they can deprive a more honest candidate of a job and deprive an organisation of the best employees. To better understand job interview faking, the present study examined the effect of general dispositions and domain-specific beliefs on the intention to fake job interviews. A community sample of 313 participants completed measures of personality (i.e., extraversion, neuroticism, conscientiousness) and self-monitoring, and a domain-specific measure of beliefs about faking job interviews based on the theory of planned behaviour, which measured attitudes, subjective norms, and perceived behavioural control. Results indicated that the measure of attitudes was the strongest predictor of intention to fake. In line with the compatibility principle, the domain-specific measures based on the theory of planned behaviour correlated much more strongly with intentions to fake job interviews than did the general measures of personality or self-monitoring. Of the dispositional measures, lower conscientiousness, higher neuroticism, and higher self-monitoring was associated with greater intention to fake job interviews. The findings support a model whereby the effect of personality on intentions is partially mediated by domain-specific beliefs.

Using Twitter to learn about the autism community

Considering the raising socio-economic burden of autism spectrum disorder (ASD), timely and evidence-driven public policy decision-making and communication of the latest guidelines pertaining to the treatment and management of the disorder is crucial. Yet evidence suggests that policy makers and medical practitioners do not always have a good understanding of the practices and relevant beliefs of ASD-afflicted individuals’ carers who often follow questionable recommendations and adopt advice poorly supported by scientific data. The key goal of the present work is to explore the idea that Twitter, as a highly popular platform for information exchange, could be used as a data-mining source to learn about the population affected by ASD—their behaviour, concerns, needs, etc. To this end, using a large data set of over 11 million harvested tweets as the basis for our investigation, we describe a series of experiments which examine a range of linguistic and semantic aspects of messages posted by individuals interested in ASD. Our findings, the first of their nature in the published scientific literature, strongly motivate additional research on this topic and present a methodological basis for further work.