Constructivism in environmental education: beyond conceptual change theory

Abstract constructivism, as a set of theories about how learners learn, has been an important discourse in the educational research literature for a number of years. Interestingly, it has been far more visible in science education research than in environmental education research. This article considers conceptual change theory within constructivism as a contested concept, outlines differing expressions of constructivism in science education and environmental education, and argues for approaches to environmental education that adopt socially constructivist perspectives with respect to the character of the subject matter content as well as to learners' apprehension of such content. In considering implications for research, this perspective is juxtaposed with a recent United States Education Act, which prescribes a far more objectivist approach to educational research and which serves as a reminder that research itself is a powerful factor in shaping how the nature of subject matter is constructed, learning and the implications of these for teaching practice.

Dispositional and maturational development through a competency based training intervention : getting to the heart of the matter

Presents a formative perspective on vocational learning that proposes that vocational competence is dependent upon dispositional development, which in turn results in moves towards maturation. Further, that dispositional and maturational outcomes occur as a result of a lifetime goal-setting intervention employed prior to training Reports qualitative and quantitative research with unemployed adults engaging in vocational education that resulted in four findings. Firstly, that while Training Packages describe assessable outcomes in competency-referenced terms, trainees describe learning outcomes in non-competency referenced terms. Secondly, that vocational trainees describe their learning in terms of dispositional outcomes, that is, in terms of values, interests and attitudes. Thirdly, that dispositions can be categorised in terms of maturational concepts. Fourthly, in support of incremental theory, that trainees made moves towards maturation as a result of a lifetime goal-setting intervention employed prior to training.

Constructivism in environmental education beyond conceptual change theory

Constructivism, as a set of theories about how learners learn, has been an important discourse in the educational research literature for a number of years. Interestingly, it has been far more visible in science education research than in environmental education research. This article considers conceptual change theory within constructivism as a contested concept, outlines differing expressions of constructivism in science education and environmental education, and argues for approaches to environmental education that adopt socially constructivist perspectives with respect to the character of the subject matter content as well as to learners' apprehension of such content. In considering implications for research, this perspective is juxtaposed with a recent United States Education Act, which prescribes a far more objectivist approach to educational research and which serves as a reminder that research itself is a powerful factor in shaping how we construct the nature of subject matter, learning and the implications of these for teaching practice.

Forecasting industry-level CPI and PPI inflation : does exchange rate pass-through matter?

We show that incorporating the effects of exchange rate pass-through into a model can help in obtaining superior forecasts of domestic, industry-level inflation. Our analysis is based on a multivariate system of domestic inflation, import prices and exchange rates that incorporates restrictions from economic theory. These are restrictions on the transmission channels of the exchange rate pass-through to domestic prices, and are presented as testable hypotheses that lead to model reduction. We provide the results of various tests, including causality and prior restrictions, which support the underlying economic arguments and the model we use. The forecasting results for our model suggest that it has a superior performance overall, jointly producing more accurate forecasts of domestic inflation.

Trainers and transformation : facilitating the 'dark side' of vocational learning

'Transformative learning' is a term used by Mezirow (1991) and his followers to designate a specifically 'adult' kind of learning that involves shifts in how learners view the world and themselves. New research into learning in VET suggests that in some subject areas transformative learning may play more than an incidental role. Among the implications of this finding is that the trainer's practice may be more important in VET than it has been the custom to acknowledge. When transformative learning systematically contributes to VET, the trainer becomes a co-constructor of competence rather than a transmitter of skills and knowledge.

This paper reports on this new research and reflects on the role of the trainer in the process of VET-oriented transformative learning. Results indicate that some trainers of youth workers develop a practice that responds to the contours and dangers of transformative learning without necessarily being aware of the body of knowledge that has built up around this type of learning. The paper suggests that in some VET sectors, trainers and RTO's could enhance their work by taking stock of transformative learning research and theory.

Bioethics, cultural differences and the problem of moral disagreements in end-Of-life care : a terror management theory

Cultural differences in end-of-life care and the moral disagreements these sometimes give rise to have been well documented. Even so, cultural considerations relevant to end-of-life care remain poorly understood, poorly guided, and poorly resourced in health care domains. Although there has been a strong emphasis in recent years on making policy commitments to patient-centred care and respecting patient choices, persons whose minority cultural worldviews do not fit with the worldviews supported by the conventional principles of western bioethics face a perpetual struggle in getting their care needs met in a meaningful, safe, and healing way. In this essay, attention is given to exploring why cultural differences exist, why they matter, and how health care providers should treat them in order to reduce the incidence and impact of otherwise preventable harmful moral outcomes in end-of-life care. In addressing these questions, a novel application of the renowned terror management theory will be made.

Sky high, skin deep: dark technologies of mediation

Media has become responsive architecture. Intelligent media artefacts are now embedded into the very fabric of our existence; they have become the structure of society itself. Ubiquitous computing creates informational environments in which material structures of communication become alive with agency. McLuhan's light bulb is now everyware: [1] technology that mediates by its mere presence. Pervasive mediation, a combination of mobile networks and systems of material translation such as 3D printers and programmable matter--is our current regime of mediation.