Merging fact with fiction : a study of year 9 students' developing scientific literacy through the writing of hybridised scientific narratives on a socioscientific issue

International assessments of student science achievement, and growing evidence of students' waning interest in school science, have ensured that the development of scientific literacy continues to remain an important educational priority. Furthermore, researchers have called for teaching and learning strategies to engage students in the learning of science, particularly in the middle years of schooling. This study extends previous national and international research that has established a link between writing and learning science. Specifically, it investigates the learning experiences of eight intact Year 9 science classes as they engage in the writing of short stories that merge scientific and narrative genres (i.e., hybridised scientific narratives) about the socioscientific issue of biosecurity. This study employed a triangulation mixed methods research design, generating both quantitative and qualitative data, in order to investigate three research questions that examined the extent to which the students' participation in the study enhanced their scientific literacy; the extent to which the students demonstrated conceptual understanding of related scientific concepts through their written artefacts and in interviews about the artefacts; and the extent to which the students' participation in the project influenced their attitudes toward science and science learning. Three aspects of scientific literacy were investigated in this study: conceptual science understandings (a derived sense of scientific literacy), the students' transformation of scientific information in written stories about biosecurity (simple and expanded fundamental senses of scientific literacy), and attitudes toward science and science learning. The stories written by students in a selected case study class (N=26) were analysed quantitatively using a series of specifically-designed matrices that produce numerical scores that reflect students' developing fundamental and derived senses of scientific literacy. All students (N=152) also completed a Likert-style instrument (i.e., BioQuiz), pretest and posttest, that examined their interest in learning science, science self-efficacy, their perceived personal and general value of science, their familiarity with biosecurity issues, and their attitudes toward biosecurity. Socioscientific issues (SSI) education served as a theoretical framework for this study. It sought to investigate an alternative discourse with which students can engage in the context of SSI education, and the role of positive attitudes in engaging students in the negotiation of socioscientific issues. Results of the study have revealed that writing BioStories enhanced selected aspects of the participants' attitudes toward science and science learning, and their awareness and conceptual understanding of issues relating to biosecurity. Furthermore, the students' written artefacts alone did not provide an accurate representation of the level of their conceptual science understandings. An examination of these artefacts in combination with interviews about the students' written work provided a more comprehensive assessment of their developing scientific literacy. These findings support extensive calls for the utilisation of diversified writing-to-learn strategies in the science classroom, and therefore make a significant contribution to the writing-to-learn science literature, particularly in relation to the use of hybridised scientific genres. At the same time, this study presents the argument that the writing of hybridised scientific narratives such as BioStories can be used to complement the types of written discourse with which students engage in the negotiation of socioscientific issues, namely, argumentation, as the development of positive attitudes toward science and science learning can encourage students' participation in the discourse of science. The implications of this study for curricular design and implementation, and for further research, are also discussed.

Investigating and theorizing discourse during analogy writing in chemistry

Explanations of the role of analogies in learning science at a cognitive level are made in terms of creating bridges between new information and students’ prior knowledge. In this empirical study of learning with analogies in an 11th grade chemistry class, we explore an alternative explanation at the "social" level where analogy shapes classroom discourse. Students in the study developed analogies within small groups and with their teacher. These classroom interactions were monitored to identify changes in discourse that took place through these activities. Beginning from socio-cultural perspectives and hybridity, we investigated classroom discourse during analogical activities. From our analyses, we theorized a merged discourse that explains how the analog discourse becomes intertwined with the target discourse generating a transitional state where meanings, signs, symbols, and practices are in flux. Three categories were developed that capture how students intertwined the analog and target discourses—merged words, merged utterances/sentences, and merged practices.

Relationship between emotional climate and the fluency of classroom interactions

This study examined emotional climate in relation to the teaching and learning of grade 7 science. A multi-method and multi-theoretic approach used sociocultural frameworks as a foundation for interpretive research, conversation analysis, prosody analysis, and studies of nonverbal conduct. Emotional climate varied continuously throughout a lesson. Dialogues occurred and afforded learning when interactions between the teacher and students were fluent and included humour and collective effervescence. Emotional climate was negatively valenced when the teacher and/or students endeavoured to establish and maintain power by restricting others’ participation to spectator roles. The teacher’s endeavours to maintain and establish control over students were potentially detrimental to teaching and learning, teachers and learners. This type of teaching gradually evolved into a form we referred to as cranky teaching, whereby the teacher and her students showed signs of frustration and the enacted teaching and learning roles lacked fluency. The methods we pioneered in the present study might be helpful for other teachers who wish to participate in research on their classes to ascertain what works and should be strengthened, and identify practices and rituals that are deleterious and in need of change.

ICT in vocational education and training: a view of information and communication technology in vocational education in New Zealand

This report looks at opportunities in relation to what is either already available or starting to take off in Information and Communication Technology (ICT). ICT focuses on the entire system of information, communication, processes and knowledge within an organisation. It focuses on how technology can be implemented to serve the information and communication needs of people and organisations. An ICT system involves a combination of work practices, information, people and a range of technologies and applications organised to make the business or organisation fully functional and efficient, and to accomplish goals in an organisation. Our focus is on vocational, workbased education in New Zealand. It is not about eLearning, although we briefly touch on the topic. We provide a background on vocational education in New Zealand, cover what we consider to be key trends impacting workbased, vocational education and training (VET), and offer practical suggestions for leveraging better value from ICT initiatives across the main activities of an Industry Training Organisation (ITO). We use a learning value chain approach to demonstrate the main functions ITOs engage in and also use this approach as the basis for developing and prioritising an ICT strategy. Much of what we consider in this report is applicable to the wider tertiary education sector as it relates to life-long learning. We consider ICT as an enabler that: a) connects education businesses (all types including tertiary education institutions) to learners, their career decisions and their learning, and as well, b) enables those same businesses to run more efficiently. We suggest that these two sets of activities are considered as interconnected parts of the same education or training business ICT strategy.

Approaches to inquiry teaching : elementary teacher’s perspectives

Learning science through the process of inquiry is advocated in curriculum documents across many jurisdictions. However, a number of studies suggest that teachers struggle to help students engage in inquiry practices. This is not surprising as many teachers of science have not engaged in scientific inquiry and possibly hold naïve ideas about what constitutes scientific inquiry. This study investigates teachers’ self-reported approaches to teaching science through inquiry. Phenomenographic interviews undertaken with 20 elementary teachers revealed teachers identified six approaches to teaching for inquiry, clustered within three categories. These approaches were categorized as Free and Illustrated Inquiry as part of experience-centered category, Solution and Method Inquiry as part of problem-centered category, and Topic and Chaperoned Inquiry as part of a question-centered category. This study contributes to our theoretical understanding of how teachers approach Inquiry Teaching, and suggests fertile areas of future research into this valued and influential phenomenon broadly known as “Inquiry Teaching”.

Negative-ion photoelectron spectroscopy, gas-phase acidity, and thermochemistry of the peroxyl radicals CH3OO and CH3CH2OO

Methyl, methyl-d(3), and ethyl hydroperoxide anions (CH3OO-, CD3OO-, and CH3CH2OO-) have been prepared by deprotonation of their respective hydroperoxides in a stream of helium buffer, gas. Photodetachment with 364 nm (3.408 eV) radiation was used to measure the adiabatic electron affinities: EA[CH3OO, (X) over tilde (2)A"] = 1.161 +/- 0.005 eV, EA[CD3OO, (X) over tilde (2)A"] = 1.154 +/- 0.004 eV, and EA[CH3CH2OO, (X) over tilde (2)A"] = 1.186 +/- 0.004 eV. The photoelectron spectra yield values for the term energies: DeltaE((X) over tilde 2A"-(A) over tilde 2A')[CH3OO] = 0.914 +/- 0.005 eV, DeltaE((X) over tilde (2)A"-(A) over tilde 2A') [CD3OO] = 0.913 +/- 0.004 eV, and DeltaE((X) over tilde (2)A"-(A) over tilde (2)A')[CH3CH2OO] = 0.938 +/- 0.004 eV. A localized RO-O stretching mode was observed near 1100 cm(-1) for the ground state of all three radicals, and low-frequency R-O-O bending modes are also reported. Proton-transfer kinetics of the hydroperoxides have been measured in a tandem flowing afterglow-selected ion flow tube k(FA-SIFT) to determine the gas-phase acidity of the parent hydroperoxides: Delta (acid)G(298)(CH3OOH) = 367.6 +/- 0.7 kcal mol(-1), Delta (acid)G(298)(CD3OOH) = 367.9 +/- 0.9 kcal mol(-1), and Delta (acid)G(298)(CH3CH2OOH) = 363.9 +/- 2.0 kcal mol(-1). From these acidities we have derived the enthalpies of deprotonation: Delta H-acid(298)(CH3OOH) = 374.6 +/- 1.0 kcal mol(-1), Delta H-acid(298)(CD3OOH) = 374.9 +/- 1.1 kcal mol(-1), and Delta H-acid(298)(CH2CH3OOH) = 371.0 +/- 2.2 kcal mol(-1). Use of the negative-ion acidity/EA cycle provides the ROO-H bond enthalpies: DH298(CH3OO-H) 87.8 +/- 1.0 kcal mol(-1), DH298(CD3OO-H) = 87.9 +/- 1.1 kcal mol(-1), and DH298(CH3CH2OO-H) = 84.8 +/- 2.2 kcal mol(-1). We review the thermochemistry of the peroxyl radicals, CH3OO and CH3CH2OO. Using experimental bond enthalpies, DH298(ROO-H), and CBS/APNO ab initio electronic structure calculations for the energies of the corresponding hydroperoxides, we derive the heats of formation of the peroxyl radicals. The "electron affinity/acidity/CBS" cycle yields Delta H-f(298)[CH3OO] = 4.8 +/- 1.2 kcal mol(-1) and Delta H-f(298)[CH3CH2OO] = -6.8 +/- 2.3 kcal mol(-1).

Synthesis and study of conductivity behaviour of blended conducting polymer films irradiated with swift heavy ions of silicon

In recent times, blended polymers have shown a lot of promise in terms of easy processability in different shapes and forms. In the present work, polyaniline emeraldine base (PANi-EB) was doped with camphor sulfonic acid (CSA) and combined with the conducting polymer polyfluorene (PF) as well as the insulating polymer polyvinyl chloride (PVC) to synthesize CSA doped PANi-PF and PANi-PVC blended polymers. It is well known that PANi when doped with CSA becomes highly conducting. However, its poor mechanical properties, such as low tensile, compressive, and flexural strength render PANi a non-ideal material to be processed for its various practical applications, such as electromagnetic shielding, anti-corrosion shielding, photolithography and microelectronic devices etc. Thus the search for polymers which are easily processable and are capable of showing high conductivity still continues. PANi-PVC blend was prepared, which showed low conductivity which is limiting factor for certain applications. Therefore, another processable polymer PF was chosen as conducting matrix. Conducting PF can be easily processed into various shapes and forms. Therefore, a blend mixture was prepared by using PANi and PF through the use of CSA as a counter ion which forms a "bridge" between the two polymeric components of the inter-polymer complex. Two blended polymers have been synthesized and investigated for their conductivity behaviour. It was observed that the blended film of CSA doped PANi-PVC showed a room temperature electrical conductivity of 2.8 × 10-7 S/cm where as the blended film made by CSA doped PANi with conducting polymer PF showed a room temperature conductivity of 1.3 × 10-5 S/cm. Blended films were irradiated with 100 MeV silicon ions with a view to increase their conductivity with a fluence ranging from 1011 ions to 1013 per cm2 from 15 UD Pelletron accelerator at NSC, New Delhi.

The expert searcher's experience of information

Expert searchers engage with information in a variety of professional settings, as information brokers, reference librarians, information architects and faculty who teach advanced searching. As my recent research shows, the expert searcher’s information experience is defined by profound discernment of critical concepts about information, and a fluid ability to apply this knowledge to their engagement with the information environment. The information experience of the expert searcher means active and intentional participation with the processes and players that created that information environment. Expert searchers become an integral and seamless part of their information environment and also play a role in facilitating the information experiences of others. In this chapter, after discussing my understanding of the concept of information experience, I outline how I used threshold concept theory to explore the information experience of expert searchers. Through the findings, I identify four threshold concepts in the acquisition of search expertise that provide new perspectives on the information experience of the expert searcher. These new perspectives have implications for search engine design and how advanced search skills are taught. Finally, I consider how the fresh insights about the expert searcher’s experiences contribute to wider understanding about information experience.

Irteerak ikaskuntza baliabide bezala: Armañon Interpretazio Zentroa

[eus] Haur Hezkuntzan zientziaren ikaskuntzarako baliabide aberasgarrienetako bat irteerak dira, hauek beharrezkoak baitira haurraren garapen integralerako. Horretarako, irteerak eskolaren parte izan behar dute eta irakasleek bisitaldiak proposatu behar dituzte. Hainbat toki daude bisitak egiteko HHko haurrekin eta lan honetan Armañongo Interpretazio Zentroaren hezkuntza eskaintza aztertuko da, adin txikiko umeen kasuan bertako baliabideen eragina ikusi ahal izateko. Zentroaren arduradunen iritziak ezagututa eta HHko haurren bisitaldia aztertuta, emaitzak eta ondorioak aterako dira.

New Teacher Perceptions of Inclusive Pedagogies: Designing New Future for the Changing Classroom

Our perceptions of knowledge attainment have changed (Bezemer & Kress, 2010). The type of students our teachers once were is vastly different from the students they currently teach. We need our next generation to thrive in a dynamically, interactive world saturated with opportunities for meaning making (Kress & Selander, 2012). Our current students are responsible for continuing our society, but that does not mean we need them to become us (Gee, 2009). Rather desperately, we need them to be thinkers and expressive in a variety of modes. The world will be different when they take their rightful place as the next generation of leaders, and so too must their thinking be different (Cope & Kalantzis, 2000). This explanatory mixed-method study (Creswell, 2013; Mertens, 2014) involved an investigation into perceptions of new teachers regarding inclusive pedagogies like Universal Design for Learning (CAST, 2011). It specifically discusses the contemporary thinking of 44 new Ontario teachers regarding inclusive pedagogies in their teacher education as well as their relative intent to utilize them in their practice. This study reveals a distinct tone of skepticism and provides suggestions for the continued improvement of teacher education programs in this province.

Impacts des TIC sur la motivation des étudiants à l’apprentissage des mathématiques à l’Université Abdou Moumouni au Niger

Cette recherche porte sur l’amélioration de la motivation à l’apprentissage des mathématiques à l’Université Abdou Moumouni. Elle se situe dans une dynamique globale de mise au point d’actions pédagogiques pour remédier au problème préoccupant de la motivation à l’apprentissage des sciences. Plus spécifiquement, il s’agit de prospecter si les environnements virtuels d’apprentissage peuvent contribuer à l’amélioration de la transmission des savoirs dans un contexte universitaire au Niger. Ainsi, notre recherche vise à mieux comprendre l’impact de l’intégration des TIC sur la motivation chez des étudiants à apprendre les mathématiques au Niger. Les trois objectifs spécifiques de notre recherche sont : explorer les impacts sur le sentiment de compétence chez des étudiants à l’apprentissage des mathématiques dans un contexte d’intégration pédagogique des TIC; mieux comprendre le changement des types de motivations autodéterminées à l’apprentissage des mathématiques chez des étudiants exposés à une intégration pédagogique des TIC; comprendre les perceptions de l’usage d’un environnement virtuel à l’apprentissage des mathématiques chez des étudiants et l’évolution de leurs motivations autodéterminées. Se fondant sur une méthodologie de type mixte, cette recherche quasi-expérimentale a consisté en la collecte de données quantitatives au moyen de 2 questionnaires sur la motivation (sentiment de compétence et sentiment d’autodétermination) en pré-test et en post-test. Pour les données qualitatives, nous avons eu recours à des entrevues dirigées auprès de 9 participants. Au total 61 étudiants inscrits en science de la vie et de la terre, dont 51 hommes, ont participé à la recherche. La thèse respecte le mode de présentation par articles. Chacun des trois articles est en lien avec un des trois objectifs de la recherche, dans l’ordre cité plus haut. Les principaux résultats indiquent un impact positif sur la motivation à travers un recul du sentiment négatif de compétence chez les étudiants ayant bénéficié de l’apport des TIC comparativement aux étudiants ordinaires. En ce qui concerne le sentiment d’autodétermination, chez les étudiants ayant bénéficié de l’apport pédagogique des TIC, il est mis en évidence une stagnation ou une légère baisse des motivations peu ou pas autodéterminées et une légère hausse ou une stagnation des motivations autodéterminées chez les étudiants ayant bénéficié de l’apport des TIC. Finalement, la recherche a permis de mettre en relief l'existence de corrélations positives entre l’augmentation des motivations autodéterminées et la perception d’une qualité positive de l’expérience d'innovation pédagogique que représente l’environnement virtuel d’apprentissage des mathématiques. En définitive, cette recherche fait ressortir l’importance de l'intégration pédagogique des TIC pour améliorer les pratiques pédagogiques actuelles, et satisfaire deux besoins psychologiques fondamentaux, notamment le sentiment de compétence et le sentiment d’autodétermination, deux composantes essentielles de la motivation selon la théorie de l’autodétermination de Deci et Ryan. Les résultats obtenus dégagent des perspectives intéressantes en vue de renforcer les recours aux environnements virtuels d'apprentissage au profit de la motivation à l'apprentissage des mathématiques. Les forces et les limites de la recherche sont discutées et un ensemble de recommandations sont émises à l’intention des acteurs académiques, notamment les perspectives assez prometteuses de l’intégration pédagogique des TIC au service de l'apprentissage des sciences en Afrique, et au Niger en particulier.

Year 8 students' understanding of astronomy as a representational issue : insights from a classroom video study

The research described in this paper argues that difficulties of leaming science concepts such as those associated with processes involving the Sun, Moon and Earth, such as day and night, the seasons and phases of the moon, are fundamentally representational in nature. There is a need for learners to use their own representational, cultural and cognitive resources to engage with the subject-specific representational practices of science. From this perspective students need to understand and conceptually integrate different representational modalities or forms in learning science and reasoning in science. The researchers worked with two experienced teachers in planning a teaching sequence in astronomy using a teaching approach that highlight representational issues and options in helping students explore and develop key conceptual understandings. Classroom sequences involving the two teachers were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to capture the variety of representations used, and sequences of representational negotiation. From a pedagogical perspective the representational approach placed a significant agency in the hands of students which resulted in structured discussions around conceptual problems. Representations were used as tools for reasoning and communication to drive classroom discussions and develop higher levels of understanding in the students. The pre- and post-testing showed significant gains in students thinking from naive to more scientific understandings of astronomy.

Forces : teaching ideas with a representational focus

These teaching notes were generated from an Australian Research Council (ARC)
research project titled ‘The Role of Representation in Learning Science’ in which
the topic of Forces was taught to Year 7 students through the adoption of a representation construction approach. A description of several of the activities that were undertaken is given as well as examples of students’ work. Insights into the representation construction apporach that was adopted by the teachers are also provided.

Ideas about matter : teaching ideas with a representational focus

These teaching notes were generated from an Australian Research Council (ARC)
research project titled ‘The Role of Representation in Learning Science’ in which
the topic of Ideas about Matter was taught to Year 7 students through the adoption of a representation construction approach. A description of several of the activities that were undertaken is given as well as examples of students’ work. Insights into the representation construction approach that was adopted by the teachers are also provided.

A representation construction approach

In this chapter we lay out the principles of an approach to teaching and learning science based on student generation, negotiation and refinement of representations in a guided inquiry process. We first tell the story of how we developed this perspective, building on Chapters 1 and 2, and the research approach that led to these principles. The principles of the representation construction approach are described, then exemplified using detailed analysis of parts of classroom learning sequences on force, and substances. We then give examples of teacher responses and beliefs, and finally provide evidence of student conceptual, and meta-representational learning, from this approach.